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I  1910 


A    SYLLABUS 


EUROPEAN  HISTORY 


FOR    SECONDARY    SCHOOLS 


PREPARED  UNDER   THE  DIRECTION  OF  A  COMMITTEE  OF 
THE  ILLINOIS  HIGH  SCHOOL,  CONFERENCE 


LAURENCE    M.    LARSON 

ASSISTANT  PROFESSOR  OF  HISTORY,  UNIVERSITY  OF  ILLINOIS 

CHAMPAIGN-URBANA 
1909 


Gazette  Press 


.  Champaign 


INTRODUCTORY  NOTE. 

At  the  annual  High  School  Conference  held  at  the  Uni- 
versity of  Illinois  in  November,  1906,  provision  was  made 
for  the  appointment  of  a  committee  to  prepare  a  syllabus  of 
a  course  in  history  and  civics  for  secondary  schools.  The 
committee  appointed  by  the  chairman  of  the  conference  con- 
sisted of  the  following  persons:  E.  B.  Greene,  department 
of  history,  University  of  Illinois;  H.  S.  McGill,  Principal, 
Princeton  Township  High  School;  W.  A.  Furr,  Superintend- 
ent of  Schools,  Jacksonville;  S.  M.  Echols,  Mt.  Vernon  Town- 
ship High  School;  Lillian  Thompson,  Englewood  High 
School,  Chicago. 

This  committee  found  difficulty  in  agreeing  upon  the 
constituent  elements  which  should  enter  into  a  three-years 
course  in  these  subjects;  in  view,  also,  of  the  discussions  now 
in  progress  in  the  American  Historical  Association  regard- 
ing a  possible  revision  of  the  report  of  the  Committee  of 
Seven,  the  committee  has  not  seen  its  way  clear  to  present  a 
final  recommendation  as  to  the  precise  subjects  which  should 
be  included  in  such  a  three-years  course.  It  has,  however, 
seemed  possible  to  render  a  substantial  service  to  many  teach- 
ers of  history  by  the  preparation  of  a  syllabus  covering  the 
field  of  ancient,  mediaeval,  and  modern  European  history. 
Such  a  syllabus  has  accordingly  been  prepared  in  consulta- 
tion with  this  committee  by  Professor  Laurence  M.  Larson 
of  the  University  of  Illinois.  Professor  Larson  was  able  to 
bring  to  this  work  knowledge  of  secondary  school  conditions 
gained  by  several  years  of  experience  as  a  teacher  in  the  high 
schools  of  Milwaukee,  Wisconsin.  The  syllabus  is  supple- 
mented by  a  number  of  suggestions  as  to  equipment  and  meth- 
ods of  instruction,  which  it  is  hoped  will  be  suggestive. 

A  preliminary  edition  of  this  syllabus  is  now  printed, 
with  the  expectation  that  it  will  form  a  basis  of  discussion  at 
the  University  High  School  Conference,  to  be  held  in  No- 
vember, 1909.  Dr.  Larson  and  the  members  of  the  commit- 
tee will  welcome  suggestions  from  any  source  as  to  any  part 
of  the  report. 

EVARTS  B.  GREENE. 

University  of  Illinois, 

October,  1909. 


236738 


GENERAL  STATEMENT. 

1.  The  Plan.     In  the  preparation  of  this  syllabus  no  at- 
tempt has  been  made  at  completeness.    An  elaborate  list  of 
references  presupposes  a  library  of  some  proportions,  larger 
than  those  to  which  the  majority  of  our  high  schools  have 
access.    The  plan  has  been,  therefore,  to  base  the  work  on  a 
small  number  of  carefully  selected  books,  such  as  are  within 
the  range  of  the  pupil  who  has  to  use  them.     In  nearly  every 
case  the  work  referred  to  is  one  that  has  been  prepared  for 
use  in  secondary  schools,  though  occasional  reference  is  made 
to  books  written  for  the  general  reader  rather  than  for  the 
class  room  student.    Teachers  who  wish  to  use  a  greater  va- 
riety of  literature  will  find  additional  references  in  the  va- 
rious text  books  and  in  the  New  England  Syllabus :    A  His- 
tory Syllabus  for  Secondary  Schools  (Heath). 

2.  The  Outline.    In  blocking  out  the  subject  the  aim  has 
been  to  group  the  related  topics  in  such  a  way  as  to  give  a  fair- 
ly definite  assignment  for  each  week's  work.     It  will,  of 
course,  be  impossible  to  follow  such  a  scheme  continuously; 
the  interests  of  the  teacher,  the  length  of  the  school  year,  the 
accessible  literature,  and  the  text  book  in  use  will  tend  to 
modify  any  plan  of  this  sort  that  can  be  devised.    Still,  it  is 
believed  that  some  such  arrangement  will  have  its  advant- 
ages; collateral  reading,  for  instance,  can  be  assigned  to  bet- 
ter advantage  in  larger  blocks,  and  an  extensive  assignment 
will  take  more  time  than  can  be  asked  for  when  the  plan  de- 
velops from  day  to  day  only.    No  attempt  has  been  made  to 
outline  the  whole  subject;  the  outline  is  intended  merely  to 
indicate  the  limits  of  each  week's  assignment  and  the  leading 
subjects  to  be  studied  as  a  part  of  it. 

3.  Collateral  Reading.    It  is  assumed  that  a  text  book 
will  be  used  in  every  case,  and  that  the  greater  part  of  the 
work  will  be  based  on  such  a  manual.    There  are,  at  present, 
a  number  of  excellent  text  books  on  the  market;  good  work 
can  be  done  with  any  one  of  the  more  recent  publications, 
though,  it  is  true,  some  of  them  have  certain  prominent  vir- 
tues, and  all  of  them  have  their  shortcomings.    But  even  with 
the  most  satisfactory  manual  some  work  should  be  done  each 
week  in  other  books.     Our  historical  literature  is  now  so 
large  and  so  full  of  interesting  works  of  the  popular  type, 
that  there  is  no  longer  any  excuse  for  the  older  sort  of  teach- 
ing that  was  based  on  one  book  and  no  more.     The  problem 
at  present  is  how  to  plan  and  organize  collateral  reading  in 
such  a  way  as  to  make  it  interesting  and  profitable.     Im- 


6 

portant  also  is  the  question  of  the  proper  amount.  Fre- 
quently the  text  book  may  be  laid  aside  for  a  day  or  two  and 
the  time  devoted  to  a  discussion  of  the  subjects  developed  in 
the  outside  reading.  Assignments  of  this  type  should  be 
made  to  the  entire  class :  interest  can  not  very  well  be  main- 
tained if  only  part  of  the  class  is  expected  to  make  prepara- 
tion. As  these  assignments  are  likely  to  be  of  some  length, 
details  can  not  be  insisted  on ;  but  an  attempt  should  be  made 
to  draw  forth  the  important  matters.  If  the  class  is  using 
note  books,  a  summary  of  the  reading,  a  statement  of  the  in- 
formation found  additional  to  that  in  the  text  book,  or  a  fair- 
ly full  outline  of  the  subject  should  be  made  by  each  pupil. 
Loose  leaf  note  books  are  to  be  preferred ;  occasionally  work 
of  this  sort  will  have  to  be  done  over  again  and  in  such  cases 
the  loose  leaf  system  will  be  found  the  most  satisfactory.1 

4.  The  Library.    In  cities  that  have  public  libraries  the 
problem  of  books  for  reference  is  solved  in  part,  but  only  in 
part.    In  the  matter  of  general  collateral  reading  the  library 
fails;  the  books  needed  are  usually  not  accessible  at  the  prop- 
er time,  or  the  number  of  copies  is  insufficient.    The  only  so- 
lution of  the  problem  lies  in  the  purchase  of  books  by  the 
school  authorities, — the  purchase  of  a  few  carefully  selected 
titles,  each  title  duplicated  as  far  as  necessary.     If  reading 
from  a  certain  author  s  expected  from  a  class  of  twenty-five, 
at  least  half  a  dozen  copies  of  the  book  should  be  accessible. 
These  may  be  shelved  in  the  assembly  room,  the  library,  or 
some  other  convenient  room  where  the  pupils  may  be  able  to 
use  them  during  their  study  periods.    But  the  question  of  how 
the  reading  can  best  be  done  is  one  that  each  school  will  have 
to  answer  for  itself.    The  important  thing  is  to  have  in  the 
school  a  number  of  copies  of  the  books  most  in  use  and  to  ar- 
range for  convenient  access  to  them  at  the  proper  time. 

5.  Source  Work.2     One  of  the  first  lessons  that  a  pupil 
should  learn  is  that  history  is  not    the     product  of  a  fer- 
tile imagination,  but  is  based  on  accounts  that  deserve  credit. 
This  may  be  emphasized  by  discussing  with  the    class    the 
question  of  how  the  history  of  the  home  town  might  be  writ- 
ten, how  reliable  information  might  be  obtained.    And  occa- 

'Teachers  who  wish  to  make  use  of  historical  fiction  will  find  Nields' 
•Guide  to  the  Best  Historical  Novels  and  Tales  (Putnams.  $1.75)  a  useful 
work.    For  other  lists  see  Andrews  (C.  M.),  History  of  England,  566. 
(Textbook). 

'Attention  is  called  to  the  report  on  Historical  Sources  in  Schools 
(Macmillan,  1902;  50  cents)  prepared  by  a  committee  of  the  New  England 
History  Teachers'  Association. 


sionally  (with  increased  frequency  as  the  high  school  course 
progresses)  the  pupil  should  be  asked  to  examine  bits  of 
source  materials  not  so  much  for  the  information  to  be  ob- 
tained as  for  the  insight  afforded  into  the  sort  of  work  done 
and  to  be  done  by  modern  writers.  But  in  the  selection  of 
these  materials  care  must  be  exercised  to  choose  such  as  have 
intrinsic  interest.  It  is  to  be  regretted  that  so  much  of  the 
work  suggested  by  the  compilers  of  the  so-called  "source 
books"  is  far  beyond  the  abilities  of  the  high  school  pupil ;  the 
extracts  make  dull  reading  even  for  the  teacher  at  times,  and 
no  teacher  should  assign  reading  to  a  class  that  she  cannot 
herself  read  with  interest.  It  is  also  true  that  recent  publi- 
cations of  this  type  show  considerable  improvement;  proper 
selections  do  exist,  and  it  is  believed  that  the  source  books  re- 
ferred to  in  the  syllabus  will  be  found  interesting  and  service- 
able. Assignments  in  the  sources  may  be  treated  in  much  the 
same  way  as  ordinary  collateral  reading.  The  only  way  to 
make  sure  that  the  pupil  has  done  the  required  reading  is  to 
hold  him  responsible  for  the  same  in  class. 

6.  Special  Topics.     The  teacher  will  at  times  find  it  ad- 
visable to  assign  topics  for  class  reports  or  written  papers, 
and  a  few  such  are  suggested  for  each  week's  work.    It  will, 
of  course,  rest  with  the  teacher  to  determine  how  much  of  this 
sort  of  work  can  be  done ;  experience  will  doubtless  show  that 
reports  on  work  that  is  not  done  by  the  whole  or  at  least  by 
the  greater  part  of  the  class  should  not  be  heard  too  frequent- 
ly.   Such  topics  may  be  assigned  to  sections  of  the  class  or  to 
individual  pupils.     For  some  of  these,  references  are  given; 
but  generally  the  pupil  should  be  encouraged  to  search  far- 
ther and  to  secure  information  from  more  than  one  author. 
He  will  thus  gradually  learn  how  writers  supplement  each 
other,  and  he  will  also  to  some  extent  develop  a  desire  for 
independent  search.     In  work  of  this  sort,  the  public  library 
will  prove  of  great  assistance,  but  large  use  should  also  be 
made  of  the  resources  of  the  school  itself.    Reports,  if  given 
in  class,  should  be  brief  and  concise;  papers  should  be  short 
and  carefully  prepared.    The  proper  time  to  bring  the  matter 
up  in  class  is  when  the  topic  is  reached  in  the  course  of  the 
recitation;  the  pupil  will  soon  learn  to  watch  for  his  turn  and 
will  ordinarily  come  prepared;  the  pride  that  is  felt  in  hav- 
ing a  task  apart  will  prove  a  sufficient  stimulus. 

7.  Map  Work.     To  say  anything  in  favor  of  map  work 
in  high  schools  is  wholly  unnecessary :  the  practice  of  making 
maps  is  one  that  commends  itself  to  every  teacher  who  real- 
izes the  importance  of  historical  geography.    The  problem  is 


8 

Dot  whether  to  do  such  work,  but  what  sort  of  work  to  do. 
Too  often  the  map  is  made  merely  the  means  of  testing  the 
pupil's  knowledge ;  rather  should  it  be  made  the  means  of  in- 
creasing his  knowledge,  or  of  emphasizing  important  matters. 
Several  series  of  outline  maps  have  been  placed  on  the  market 
during  the  last  few  years,  so  there  is  no  longer  any  diffi- 
culty in  the  way  of  securing  suitable  materials  for  such  exer- 
cises.1 The  various  kinds  of  map  work  may  be  grouped  as 
follows : 

(1)  Copies  made  of  maps  in  the  text  book  or  the  atlas. 
At  times  it  may  seem  desirable  to  have  such  work  done ;  there 
may  be  certain  facts  of  a  geographical  sort  that  can  hardly  be 
impressed  on  the  pupil's  mind  in  any  other  way.  The  teacher 
may  desire  to  emphasize  the  political  situation  of  the  world  in 
600  B.  C.  or  the  extent  of  the  English  settlements  in  America 
in  1640,  or  the  route  of  the  Spanish  Armada  in  1588 ;    and 
often  the  best  way  is  to  find  some  good,  clear  map  and  have 
the  class  copy  the  significant  details.    As  this  work  involves 
the  determining  of  physical  and  political  features,  capes  and 
rivers,  regions  and  capitals,  routes  and  shore  lines,  the  pupil 
will  learn  a  great  deal  of  geographical  data  in  the  operation. 
Ordinarily,  however,  maps  of  this  type  are  not  to  be  recom- 
mended. 

(2)  Maps  illustrating  some  chapter  of  the  text  book,  or 
some  series  of  events.  The  pupil  may  be  asked  to  locate  on  a 
map  all  the  places  named  in  the  text  in  connection  with  the 
career  of  Caesar,  or  of  Gustavus  Adolphus,  or  of  any  other 
of  the  prominent  actors  of  history.     In  a  similar  way  the 
events  of  1863  may  be  shown  and  contrasted  with  a  like  map 
of  the  operations  of  1862  (Civil  War).    The  possible  maps  of 
this  type  are  exceedingly  numerous. 

(3)  Maps  illustrating  certain  facts     not     essentially 
geographical.    Among  these  we  should  class  maps  of  the  re- 
sources of  a  country  (Greece,  for  example) ,  maps  illustrating 
presidential  elections,  etc.    In  preparing  these  the  pupil  will 
get  his  data  from  some  part  of  the  text  book  where  the  mat- 
ter is  discussed. 

(4)  Test  maps.  It  is  well  now  and  then  to  take  a  few 
minutes  of  the  recitation  hour  for  a  simple  test  in  the  geo- 
graphy of  the  subject.    The  teacher  gives  out  a  list  of  places 
to  be  located  and  the  pupil  places  them  on  the  outline  map. 

Excellent  and  inexpensive  outline  maps  can  be  procured  from  sev- 
eral of  the  leading  school  book  publishers.  Attention  is  called  to  the 
maps  sold  by  the  McKinley  Publishing  Company,  Philadelphia,  and  Atkin- 
son, Mentzer  and  Grover,  Chicago. 


9 

Such  tests  also  serve  to  emphasize  the  need  of  paying  some 
attention  to  geographical  details. 

In  the  preparation  of  maps,  neatness  should  be  insisted 
on  and  rewarded  when  the  work  is  graded.  Slovenly  work 
should  not  be  accepted. 

8.  The  Recitation.  It  is  not  possible  to  outline  any 
scheme  that  can  be  used  very  generally  in  carrying  on  the 
daily  recitation;  but  uniformity  is  neither  necessary  nor  de- 
sirable. The  following  observations  are  intended  merely  to 
emphasize  still  further  the  need  of  reference  work  in  "sec- 
ondary school  instruction.  The  teacher  who  comes  to  the 
class  room  without  any  previous  experience  in  teaching  will 
soon  discover  that  the  text  book  alone  is  insufficient.  In 
other  words,  she  will  find  that  it  is  difficult  to  assign  enough 
work  in  the  text  book  to  fill  the  recitation  hour;  the  a^sign- 
ment  would  be  longer  than  the  maker  of  the  text  book  seems 
to  have  intended  that  it  should  be.  Very  often  twenty  min- 
utes is  all  that  is  really  necessary  for  a  satisfactory  recitation. 
By  this  is  meant  that  the  contents  of  the  assignment  may 
often  be  stated  in  a  satisfactory  fashion  in  that  length  of  time. 
The  problem  is  what  to  do  with  the  rest  of  the  time.  In 
truth  the  brevity  of  the  text  book  is  not  to  be  deplored,  as  it 
gives  time  for  other  work.  In  the  remaining  time  there  can 
be  brought  in  short  tests,  review  quizzes,  reports  on  special 
topics  or  collateral  reading,  map  work,  picture  study  (an  im- 
portant exercise  in  high  school1),  and  other  exercises  that 
may  suggest  themselves.  The  last  few  minutes — three  to  five 
—may  be  used  to  prepare  the  pupils  for  the  next  day's  work. 
Not  very  much  can  be  done  along  this  line,  still,  there  will  be 
matters  of  peculiar  importance  to  indicate,  difficult  names  to 
pronounce — especially  in  ancient  history — dates  to  call  to 
mind,  and  matters  of  that  sort. 

Earlier  schoolmasters  frequently  conducted  the  recita- 
tion as  if  the  hour  were  mainly  for  the  purpose  of  testing  the 
pupil's  knowledge  in  order  that  his  work  might  be  properly 
graded  and  honors  correctly  distributed.  No  doubt  some  time 
must  still  be  spent  in  "testing,"  but  by  no  means  the  whole. 
The  hour  on  the  whole  should  be  for  instruction;  unless  the 
pupil  has  received  some  knowledge,  understanding,  or  light 
from  the  work  of  the  hour,  that  work  has  not  been  wholly 
successful.  It  is  necessary  to  have  the  pupils  recite  the  les- 
]Good  pictures  for  class  use  may  be  procured  for  one  cent  each  (or  a 
trifle  more  according  to  size  and  quality).  Leading  publishing  houses  are 
The  Perry  Pictures,  Maiden,  Mass.;  Bureau  of  University  Travel,  Boston, 
Mass.;  Geo.  P.  Brown  &  Co.,  Beverly,  Mass.;  The  Cosmos  Picture  Co., 
New  York. 


10 

son  not  so  much  to  test  their  memories  of  it,  as  to  make  sure 
that  the  matter  is  understood,  so  far  as  the  class  is  able  to 
understand  it.  And  here  we  come  to  the  principal  work  of 
the  teacher.  The  pupil  may  know  that  a  certain  event  oc- 
curred; but  where  did  it  occur?  and  why?  and  what  was  its 
importance?  and  how  does  it  seem  likely  to  affect  future 
events?  The  teacher's  function  is  to  make  sure  that  what 
the  pupil  has  learned  has  been  really  learned, — that  it  has 
some  meaning  to  him. 

As  a  rule  it  is  not  advisable  for  a  teacher  to  lecture  to  a 
class  of  high  school  pupils,  but  informal  talks  on  matters  con- 
nected with  the  subject  are  surely  permissible;  some  matters 
can  be  brought  home  in  no  other  practical  way.  But  general- 
ly the  best  results  are  obtained  by  an  intelligent  assignment 
of  collateral  reading — in  books  that  are  not  too  far  above  the 
intellectual  plane  of  the  pupil,  and  on  subjects  that  have  a 
real  importance  in  the  chain  of  historic  events.  And  the  re- 
sults of  this  reading  should  have  a  prominent  place  in  the  pro- 
gram for  the  daily  recitation. 


PART  I. 
ANCIENT  HISTORY 


12 
LITERATURE. 

GENERAL  AND   ORIENTAL. 

Breasted,  J.  H.,  Short  History  of  the  Egyptians.    Scribners.     $1.  25. 
Dow,  E.  W.,  Atlas  of  European  History.     Holt.     $1.50. 
'Plutarch,  Lives.     Ginn.     40  cents.     (This  edition  contains  seven  of 

more  important  "lives.'?) 
Seignobos,  Charles,  History  of  Ancient  Civilization.     Scribners.     $1.2 

GREEK. 

Abbott,  E.,  History  of  Greece.    3  vols.    Rivington.     $6.00.     (Primarily 

the  teacher.) 

Abbott,  E.,  Pericles.     Putnams.     $1.50. 

Fling,  F.  M.,  Source  Book  of  Greek  History.    Heath.     $1.00. 
Gardner,  P.,  New  Chapters  in  Greek  History.    Putnams.    $3.00.  (Prima 

for  the  teacher.) 
Holm,  Adolph,  History  of  Greece.    4  vols.    Macmillan.     $10.00.  (Prima 

for  the  teacher;  may  also  be  used  by  advanced  pupils). 
1  Homer,  Odyssey.     (Butcher  and  Lang).    Macmillan.    80  cents. 
Wheeler,  Benjamin  I.,  Alexander  the  Great.    Putnams.  $1:50. 
"'Jebb,  Primer  of  Greek  Literature.    Am.  Book  Co.     35  cents. 

ROMAN. 

Abbott,  F.  F.,  Roman  Political  Institutions.    Ginn.     $1.60. 

Botsford,  G.  W.  and  L.  S.,  Story  of  Rome  as  Greeks  and  Romans  Tell 

Macmillan.     90  cents.     (Selections  from  narrative  sources.) 
^  Fowler,  W.  Warde,  Caesar.    Putnams.    $1.60. 
Morris,  W.  O.,  Hannioal.    Putnams.     $1.50. 
Munro,  D.  C.,  Source  Book  of  Roman  History.    Heath.      $1.00. 

EARLY  MEDIEVAL 

Einhard,  Life  of  Charlemagne.    Am.  Book  Co.     30  cents. 

Emerton,  E.,  Introduction  to  the  Study  of  the  Middle  Ages.    Ginn.    $1.: 

(Of  great  value.) 

Hodgkin,  Thomas,  Charles  the  Great.  Macmillan.    75  cents. 
Hodgkin,  Thomas,  Dynasty  of  Theodosius.  Clarendon  Press.     $1.50. 
Hodgkin,  Thomas,  Theodoric..  Putnams.     $1.50. 
Munro,  D.  C.,  and  Sellery,  G.  C.,  Medieval  Civilization.    Century.    $2.00. 
Ogg,  F.  A.,  Source  Book  of  Mediaeval  History.  Am.  Book  Co.     $1.50. 
Robinson,  J.  H.,  Readings  in  European  History.    2  vols.    Ginn.    $1.50 

per  vol.     (A  single  volume  edition  for  high  schools  has  been  prepare 
Seignobos,  Charles,  History  of  Mediaeval  and  Modern  Civilization.    Sc 

ners.    $1.25. 
Wishart,  A.  W.,  Short  History  of  Monks  and  Monasteries.     Brandt. 


13 

The  following  general  works  (where  accessible)  will  also  be  found  very 

ful  both  by  teacher  and  pupils: 

[molt,  H.  F.,  History  of  the  World.  8  vols.  Dodd,  Mead  &  Co.,  $6.00 
per  vol. 

torians'  History  of  the  World.  (S.  H.  Williams,  editor).  25  vols.  Out- 
look.. $72-$135. 

•ned,  J.  N.,  History  for  Ready  Reference.    6  vols.    Nichols.     $30.00. 

I.     THE  DAWN  OF  HISTORY.     EGYPT. 

Introduction :     ancient  history. 

Divisions  of  history;  the  three  "ages";  stone,  bronze,  iron. 
Historic  races:   bases  of  classification. 
Supremacy  of  the  Caucasian  race  and  the  Aryan  family. 
Historic  regions:     Egypt,  Western  Asia,  Mediterranean  lands. 
The  westward  course  of  history. 

Ancient  Egypt. 

Physiography:  the  Nile;  the  desert;  influence  of  physical  features. 
The  people:  supposed  origin;  government;  successive  empires. 
Material  progress:  cities,  monuments,  classes  of  society,  occupation 
Intellectual   advancement:    arts,   sciences,    literature,   religion. 
What  the  world  owes  to  the  ancient  Egyptian. 

J.ATERAL  READING. 

Seignobos,  Ancient  Civilization,  20-34. 

West,  Ancient  History,  1-39   (good  brief  account). 

*ics  FOB  PAPERS  OR  REPORTS.  (See  especially  Breasted,  History  of  Egypt). 

a.  Sources  of  Egyptian  history;    effects  of  climate  on   records. 

b.  Egyptian  monuments:    obelisks,   Sphinx,   Rosetta   Stone,   etc. 

c.  The  Nile  in  summer. 

d.  Irrigation,  ancient  and  modern.     Milner,  England  in  Egypt, 

278-322. 

e.  The  dam  at  Assouan   (magazine  indexes). 

f.  The   pyramids. 

g.  Papyrus  remains;  hieroglyphics. 

MARKS. 

It  is  not  advisable  to  burden  the  pupil's  mind  with  a  number  of 
proper  names  and  other  details;  the  emphasis  should  be  placed 
on  civilization.  An  excellent  opportunity  is  afforded  here  of 
impressing  the  class  with  the  importance  of  physiographical 
factors;  the  teacher  can  show  what  the  habits  of  the  Nile 
have  meant  for  Egyptian  unity,  commerce,  and  agriculture; 
how  the  overflow  suggested  irrigation,  affected  burial  customs, 
and  compelled  the  building  of  protected  cities. 


14 


II.     THE  NATIONS  OF  WESTERN  ASIA. 

3.  Tigris-Euphrates  valley. 

The  land  :  river  system;  the  two  regions,  upper  and  lower. 
People  and  government:    origin,  cities,  successive  empires. 
Material  civilization:  use  of  clay  and  results;  remains. 
Intellectual  achievements:   Chaldean  knowledge   (astronomy). 

4.  Syria. 

Nature  of  the  country;  advantages  and  disadvantages. 
Importance  as  road  between  the  great  seats  of  culture. 
Phoenicia:   cities,  commerce,  colonies,  sea-routes. 
The  Hebrews:  early  wanderings;  patriarchs,  judges,  kings;  div 

ion  of  the  kingdom;  captivity  and  restoration. 
The   Hebrews:    intellectual   life — literature,   religion,   world 

fluence;  debt  to  older  civilization. 

5.  Persia  (general  treatment  only  at  this  point). 

6.  Summary :  Oriental  culture  and  influence. 

Characteristics  of  civilization:  government,  religion,  arts,  scienc 

Transmission  of  culture,  westward:  Syria,  Asia  Minor  (Lydia), 
Persia:   consolidation  of  the  Orient. 
Existing  remains  of  Oriental  civilization. 

COLLATEKAL  READING. 

Seignobos,  Ancient  Civilization,  76-97. 

Goodspeed,  Ancient  World,  43-50  (good  brief  account  of  Syria). 

Ezeloiel,  xxvi-xxvii:     Phoenician  commerce. 

TOPICS  FOB  PAPERS  OB  REPORTS. 

a.  Cuneiform  writing;  materials  used;  libraries. 

b.  Daniel,  v:   fall  of  Babylon. 

c.  Phoenician  colonies.    Wolfson,  Ancient  History,  54-57. 

d.  Temple  of  Solomon.     I  Kings f  v-vi;  II  Chronicles,  ii-v. 

e.  The  rock  of  Behistun. 

f.  The  Levites. 

g.  The  Babylonish  captivity.    II  Kinys,  xxv;  II  Chronicles,  xxxvi 
Ezra  i. 


REMARKS. 


Striking  contrasts  can  be  brought  out  in  discussing  Chaldean  an< 
Egyptian  civilizations.  Emphasis  should  especially  be  place* 
on  the  achievements  of  the  Syrian  states. 


15 

III.     GREECE  IN  THE  PREHISTORIC  AGE. 

7.  Hellas  and  the  Hellenes. 

The  peninsula;   physical  features;   climate;   the  Aegean. 
The  People:   political  divisions;    island  states;    immigration. 
Early  culture:  religion;  Mycenean  civilization;  the  heroes. 
Oriental  and  Egyptian  influences. 

8.  The  Homeric  (epic)  age. 

Sources:     Homeric  poems. 

Social  organization:    family,  government, — monarchy. 

Life  in  the  Homeric  age. 

COLLATEBAL  READING. 

Seignobos,  Ancient  Civilization,  98-108. 

Fling,  Source  Book,  ch.  i  (primitive  Greek  society;  excellent). 
The  Odyssey  (for  valuable  suggestions  as  to  the  choice  of  topics, 
see  West,  Ancient  History,  96). 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Mycenean   culture.     Gardner,   New   Chapters;   West,   Ancient 
History. 

b.  The  ancient  palace.  Gardner,  ch.  iv;  Odyssey. 

c.  Oriental  influences. 

d.  Was  there  a  Trojan  war?     Comparison  of  the  views  of  the 
authors  accessible  to  the  pupil. 

e.  Was  there  a  Homer?    As  in  (d). 

f.  Dr.  Schliemann's  work  for  early  Greek  history. 


MAP  WORK. 


Greece  in  the  heroic  age:  map  showing  all  the  places  mentioned  in 
connection  with  the  leading  myths  and  tales  (Troy,  Mycene, 
Ithaca,  Tiryns,  etc. ) . 

REMARKS. 

In  using  the  Odyssey  the  teacher  must  not  forget  to  emphasize  the 
fact  that  the  poem  describes  the  life  of  an  early  period 
only,  not  the  civilization  of  later  Greece. 

IV.     GREATER  HELLAS.    HELLENIC  INSTITUTIONS. 

9.     Colonization. 

Causes:  Doric  invasion;  commercial  expansion;  political  changes. 
Colonizing  process:  organization;   relation  to  mother  city. 
Greater  Hellas:  extent;  chief  colonizing  centers  and  colonies. 


16 
10.     Hellenic  institutions.  t 

Political  system:  city  states;  leagues;  tyrannies. 

Oracles  and  amphictyonies:   Delphi,  Dodona. 

Games  and  festivals:  locations,  characteristics,  significance. 

v 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  108-127. 
Fling,  Source  Book,  chs.  ii  and  iii. 

TOPICS  FOB  PAPERS  OR  REPORTS.  • 

*••" 

a.  Delphi  and  the  oracle.     Fling,  Source  Book. 

b.  Poems  of  Hesiod.    Jebb,  Primer  of  Greek  Literature,  39-48. 

c.  How  colonies  were  founded;  typical  examples.    Fling. 

d.  Polycrates.  ^      '-* 

e.  Wooing  of  Agariste.    AbbottpPericZes. 

f.  Recent  revival  of  the  Olympic  ganles;  Magazine  indexes. 

g.  The  destruction  of  Rhegium  and  Messene,  1908  (earthquake). 


MAP  WORK. 


Colonial  Greece:  the  sphere  of  Greek  colonization,  the  leading  col- 
onies, and  the  chief  colonizing  cities.  Maps  will  be  found  in 
the  text  books. 

REMARKS. 

Special  attention  should  be  given  to  chronology,  especially  should 
an  effort  be  made  to  locate  (in  time)  the  various  waves  of  mi- 
gration. In  general  the  period  extends  from  1000  to  500  B.  C. 
though  the  first  colonizing  movements  come  earlier. 

V.     THE  KISE  OF  ATHENS  AND  SPABTA. 

11.  Sparta. 

Laconian  peoples:  social  classes;  education  and  ideals. 

Spartan  government:  kings,  council,  assembly,  ephors;  Lycurgus. 

Messenian  wars;  Peloponnesian  league. 

12.  Early  Athens. 

Rule  of  the  oligarchs;  condition  of  the  commoners. 

Legends  of  monarchy. 

Reform  movements:  Draco,  Solon. 

Tyranny :  Peisistratidae. 

Democracy:   Cleisthenes. 

13.  Intellectual  progress  (to  500  B.  C.). 

Poets  of  Boeotia  and  Ionia. 

Art:  orders  of  architecture;  relief  and  statues. 


17 

Philosophy:  the  Ionic  school  of  thought. 
COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  chs.  xi-xii. 

Fling,  Source  Book,  ch.  v.  (especially  pp.  58-76:  Spartan  society) 

Grant,  Age  of  Pericles,  42-91. 

Jebb,  Primer  of  Greek  Literature. 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Solon:  the  man  and  his  reforms.    Any  good  Greek  history. 

b.  What  historians  think  of  Lycurgus. 

c.  Lyric  poetry.     Jell). 

d.  Early  philosophy. 

e.  Croesus. 

f.  The  Eleusinian  mysteries.     Gardner,  ch.  xiii. 

g.  Finding  of  the  Constitution  of  Athens  (Aristotle). 


MAP  WORK. 


Commercial  and  industrial  Greece:  map  showing  the  leading  pro- 
ducing regions,  products,  commercial  cities,  etc.  Detail*, 
should  be  found  by  the  pupil  in  the  text  book. 

REMARKS. 

The  developments  outlined  in  this  group  are  largely  parallel  to 
those  in  the  preceding;  this  should  be  made  clear. 

VI.  WAR  WITH  PERSIA  AND  CARTHAGE. 

14.  The  Persian  empire,  500  B.  C. 

Extent;  possibilities  of  expansion. 

Organization:    satrapies;    "king's  ears  and  eyes." 

Darius  and  the  Asiatic  Greeks:   Ionia,  Lydia. 

15.  The  invasion  of  Europe. 

Darius  and  the  European  Greeks;  Marathon. 

Ten  years  of  preparation  in  Persia  and  Athens;  490-480  B.  ('. 

Xerxes'  expedition:  Salamis,  Plataea,  Mycale. 

Results  of  the  war. 

16.  The  war  in  Sicily. 

Chief  centers  of  western  Greece:  Sicilian  cities. 
Ambitions  and  opportunities  of  Carthage. 
Gelon  and  Hamilcar;  Himera  and  results. 


18 

COLLATERAL  READING. 

Wheeler,  Alexander  the  Great,  187-207    (Persia;  excellent). 
Seignobos,  Ancient  Civilization,  64-75  (Persia;  brief  account). 
Fling,  Source  Book,  99-104  (Marathon),  105-107  (Persian -army). 

118-127   (Salamis). 
Plutarch's  Themistocles   (to  the  defeat  of  the  Persians). 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Croesus'  attitude  toward  the  Greeks. 

b.  How  Darius  became  king. 

c.  The  message  of  Histieaus. 

d.  Career  of  Miltiades. 

e.  Herodotus'  account  of  Xerxes'  preparations. 

f.  Browning's   Phidippides.    Compare   with   some     standard  Ac- 

count. 

g.  Plataea.     Fling. 

MAP  WORK. 

The  Persian  invasion:  map  of  the  Aegean  region  showing  all  the 
points  mentioned  in  the  text  book  in  connection  with  the 
Persian  War. 

VII.     THE  ATHENIAN  EMPIRE. 

17.  The  Delian  League. 

Athens  fortified;   Themistocles  and  Sparta. 

Athens  and  the  Asiatic  Greeks:  Cimon  and  Aristeides. 

Age  of  Cimon;  naval  supremacy. 

Constitution  of  the  Delian  League. 

18.  The  Athenian  empire ;  Pericles. 

The  Delian  League  transformed  into  a  maritime  empire. 

Creation  of  an  Athenian  land  empire. 

Rivals  and  enemies:     Persia,  Sparta,  Thebes,  Aegina,  and  others 

19.  The  Periclean  democracy. 

Hellenic  policy:   attitude  toward  Greek  neighbors. 
Foreign  policy:   Egypt  and  Persia. 
Government:   archons,  councils,  assemblies. 
Excellencies  and  defects  of  the  Athenian  system. 

COLLATERAL  READING.    Athenian  democracy. 

*  Grant,  Greece  in  the  Age  of  Pericles,  144-178. 

Seignobos,  Ancient  Civilization,  138-148   (brief  account). 
Abbott,  Pericles  (several  interesting  chapters). 
Plutarch's  Themistocles  (after  Persian  invasion). 


19 


TOPICS  FOE  PAPERS  OB  REPORTS. 


a.  Career  of  Pausanias.    Any  good  Greek  history. 

b.  Chief  events  in  the  career  of  Cimon. 

c.  Building  the  walls  at  Athens. 

d.  The  world's  debt  to  Themistocles. 

REMAEKS. 

A  valuable  class  exercise  can  be  based  on  Plutarch's  Themis- 
tocles. The  aims  of  Pericles  are  pointed  out  and  thoroughly 
discussed  in  Grant,  Age  of  Pericles,  ch.viii. 

VIII.     THE  CITY  OF  ATHENS. 

20.  The  Surroundings. 

Topography:    streams,   hills,   plains. 

Suburbs:     Piraeus,  Phalerum. 

Neighboring  points  of  interest:  Academy,  Lyceum,  etc. 

21.  The  city. 

The  walls. 

Acropolis:  temples,  statues;  Parthenon,  Erechtheium,  Propy- 
laea. 

Other  points  of  interest:  Market  Place,  Pnyx,  Areopagus,  tem- 
ples, theatres. 

Private  dwellings;  architecture. 

COIXATERAL  READING. 

Abbott,  Pericles   (description  of  the  city). 

Source  work:  Plutarch's  Pericles.  A  very  profitable  exercise 
can  be  based  on  this  by  asking  the  pupils  to  get  information  on 
the  following  points: 

a.  Education  of  Pericles. 

b.  His  friends  and  their  influence. 

c.  His  arts  as  a  politician. 

d.  His  attitude  toward  Cimon. 

e.  His  interest  in  public  works. 

f.  His  contest  with  Thucydides. 

g.  His  character. 

TOPICS  FOB  PAPERS  OR  REPORTS:     These  may  be  given  to  the  class  or  to 

sections  of  the  class. 

a.  Standing  on  the  summit  of  the  Acropolis,  what  points  of  his- 
toric interest  could  you  have  seen  (about  435  B.  C.)?    What 
interest  would  each  point  have? 

b.  Write  a  letter  from  Athens  at  the  close  of  the  Periclean  age 


20 

describing  the  points  of  interest  that  you  might  have  seen  in 
a  day's  tramp  about  the  city. 

c.  Contrast  the  Athenian  public  buildings    (theatres,  houses  of 

worship,  etc.)  with  those  of  modern  times.    Account  for  the 
difference. 

d.  What  advantages  did  Athens  have  over  your  own  city  when  it 

came  to  beautify  the  city?    Easy  access  to  materials  is  im- 
portant in  this  respect. 


MAP  WORK. 


Athens:  map  showing  the  walls  and  all  the  chief  points  of  im- 
portance in  and  about  the  city.  For  maps  see  West,  Ancient 
History,  Abbott,  Pericles  and  Gardner,  New  Chapters. 

REMARK. 

It  is  well  to  associate  every  important  place  studied  with  some 
historic  event  When  the  pupil  can  tell  where  Demosthenes 
spoke,  where  Saint  Paul  preached,  where  Socrates  taught,  or 
where  Plato  gathered  his  students,  he  has  gained  an  under- 
standing of  these  subjects  that  he  could  not  have  had  before. 

IX.     HELLENIC  CIVILIZATION  IN  THE  FIFTH 
CENTURY. 

22.  Intellectual  life. 

Science  and  philosophy. 

Literature:   drama,  poetry,  oratory,  history. 
Art:  architecture,  sculpture,  painting. 

23.  Daily  life  and  occupation. 

Material  welfare:   slavery. 

Public  life  of  the  Athenian  citizen. 

Social  and  private  life:   entertainments;    family  customs. 

COLLATERAL  READING. 

Grant,    Age  of  Pericles,  209-238  (society). 

Seignobos,AncieiU  Civilization,  160-172    (the  arts  in  Greece). 

Jebb,Prtwer  of  Greek  Literature,  69-109. 

Abbott,  Pericles,  289-303  (literature). 

Fling,  Source  Book,  159-172  (selections  from  the  Greek  drama.) 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  A  list  of  the  great  men  that  Pericles  must  have  known. 

b.  Slavery  in  ancient  Greece.     Wheeler,  Alexander. 
e.     History  of  the  Parthenon;    present  condition. 

d.     Socrates  as  a  citizen. 


21 


e.  Athenian  schools. 

f.  Greek  marriage  customs. 


MAP  WORK. 


Intellectual  map  of  Greece:  map  showing  the  regions,  states,  or 
cities  noted  as  repositories  of  art  in  its  various  forms,  or  as 
the  home  of  great  intellectual  leaders.  By  placing  a  dot  or 
circle  at  or  near  the  place  indicated  for  each  prominent  fact 
or  person,  some  idea  of  relative  cultural  importance  can  be 
attained.  Data  can  be  gotten  from  the  sections  of  the  text 
book  dealing  with  this  subject. 

REMARK. 

It  may  be  well  to  continue  this  subject  far  enough  into  the  suc- 
ceeding period  to  include  Socrates.  In  this  study  pictures 
can  be  used  to  great  advantage.  The  pupils  should  be  en- 
couraged to  note  the  buildings  of  the  locality  and  to  report 
what  traces  of  Classic  styles  can  be  found  in  the  way  of 
Ionic  or  Doric  columns  or  the  like. 

X.     THE  DOWNFALL  OF  ATHENS.    THE  HEGEMONY 

OF  SPARTA. 

24.  The  Peloponnesian  War.    431-404  B.  C. 

Rivals  of  Athens:  war  with  Boeotia  and  Sparta,  464-445  B.  C. 

The  thirty  years'  truce. 

The  war  renewed:  causes. 

The  war  in  Hellas.  431-421  B.  C. 

The  Sicilian  expedition,  415-413  B.  C. 

The  war  in  Asia  Minor,  413-404  B.  C. 

Results:  situation  at  the  close  of  the  century. 

25.  Hegemony  of  Sparta,  404-371  B.  C. 

Lysander  and  the  decarchies;  the  thirty  in  Athens. 
Agesilaus:  domestic  and  foreign  wars. 
Pelopidas  and  Epaminondas:  liberation  of  Thebea. 

COLLATERAL  READING.    Causes  of  Athenian  downfall. 

Grant,  Age  of  Pericles,  239-268. 

Fling,  Source  Book,  174-190  (early  years  of  the  war). 


MAP  WORK. 


The  Peloponnesian  war:     map  showing  all  the  places  mentioned 
in  the  text  book  in  connection  with  the  war. 


22 


TOPICS  FOB  PAPEBS  OB  REPOBTS. 


a.  Alcibiades  and  Socrates. 

b.  Expedition  of  the  ten  thousand. 

c.  Agesilaus.     Seignobos. 

d.  The  "thirty"  in  Athens. 

e.  Pericles'  funeral  oration.    Fling. 

f.  The  Sicilian  expedition.     Fling. 

g.  The  fail  of  Athens.    Fling. 

REMARK. 

In  this  group  too  much  attention  should  not  be  given  to  military 
details.  Among  matters  that  should  be  emphasized  are  the 
following. 

a.  Resources  of  the  combatants. 

b.  Causes  of  the  conflict:  remote  and  immediate. 

c.  Persia's  part  in  the  strife. 

d.  The  three  fields  of  war:  Hellas,  Sicily,  Asiatic  coast. 

e.  Economic  and  political  condition  at  the  close  of  the  war. 

f.  The  reasons  for  Sparta's  failure  to  maintain  her  supremacy. 

XI.      THE  FOURTH  CENTURY :  POLITICAL  DECLINE. 

26.  The  leadership  of  Thebes  in  the  east.  Epaminondas. 

Leuctra:     results;  371  B.  C. 

Theban  ambitions :.     control  of  Boeotia,  Peloponnesus,  Thessaly, 

the  sea. 
Coalition  against  Thebes:     Mantinea,  362  B.  C. 

27.  The  leadership  of  Syracuse  in  the  west :  Dionysius. 

The  Carthaginian  peril. 

Dionysius  and  his  empire:     territorial  extent;  military  organiza 

tion. 
Timoleon  the  Liberator. 

28.  Hellas  in  the  fourth  century. 

Politics:    confusion;  intrigue;  strife. 

Literature  and  philosophy:    Xenophon,  Plato,  Aristotle,  Isocrates, 

Demosthenes. 
Art:    Praxiteles;  the  tomb  of  Maussolus. 

29.  The  rise  of  Macedon ;  to  338  B.  C. 

The  land  and  the  people;  national  development. 
Expansion  under  Philip  II. 
Philip's  Hellenic  ambitions. 
Demosthenes;  Chaeronea,  338  B.  C. 


23 

COLLATERAL  READING. 

Wheeler,  Alexander,  14-18,  64-80  (Macedon);  80-121  (Old  Greece). 

Jebb,  Primer  of  Greek  Literature,  109-129  (Greek  culture). 

Goodspeed,  Ancient  World  (text  book),  187-204  (good  brief  sum- 
mary). 

Fling,  Source  Book,  ch.  xi  (Macedon:  selections  from  Demos- 
thenes). 

MAP  WORK. 

Illustrate  on  outline  map  the  careers  of  Epaminondas  and  Philip 
of  Macedon  (locate  places  mentioned  in  the  history  of  these 
men). 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Stories  told  of  Epaminondas. 

b.  Stories  told  of  Dionysius. 

c.  Career  of  Timoleon. 

d.  Early  Macedonian  customs. 

e.  The  Macedonian  army. 

f.  Olympias.     Wheeler,  Alexander, 

g.  Stories  told  of  Demosthenes. 

h.  Had  the  Greek  declined  since  Pericles?  Holm,  History  of 
Greece,  III,  178  ff;  194-199). 

REMARK. 

For  a  very  serviceable  chart  of  Greek  history  during  the  fifth 
and  most  of  the  fourth  century,  see  Goodspeed,  Ancient 
World,  206. 

XII.  ALEXANDER :  THE  CONQUEST  OF  ASIA. 

30.     The  career  of  Alexander. 

Earlier  years. 

Subjection  of  Greece. 

Conquest  of  Asia  Minor  and  Egypt:  Graneicus,  Issus;  334-332 
B.  C. 

The  great  eastward  ma^ch:  Arbela,  Babylon,  Susa,  Persia,  In- 
dia, the  return;  331-325. 

Results:     "the  mingling  of  the  east  and  the  west." 

Death  of  Alexander,  323  B.  C. ;  character;  place  in  history. 

COLLATERAL  READING. 

Wheeler,  Alexander  the  Great,  ch.  ii   (stories  of  his  youth),  ch. 

xviii  (Alexander  after  Issus),  479-485   (mutiny  at  Opis). 
Plutarch,  Alexander  (should  be  read  in  entirety). 
Fling,  Source  Book,  308-328  (after  Arbela). 


24 


MAP  WORK. 


Career  of  Alexander:  map  showing  all  the  important  points  men- 
tioned in  the  text  book  in  this  connection. 

TOPICS  FOB  PAPERS  OR  REPORTS.     Wheeler,  Fling. 

a.  How  Alexander  managed  to  take  Tyre  and  Gaza. 

b.  Founding  of  Alexandria. 

c.  How  Alexander  improved  the  constitution  of  the  Empire. 

d.  Death  of  Cleitus. 

e.  The  permanent  results  of  Alexander's  work. 

f.  The  attitude  of  the  Greek  cities  toward  Alexander  while  he 

was  in  the  Orient. 

g.  How  did  Alexander  treat  the  Jews? 

h.     Determine  to  what  extent  the  author  of  the  text  book  de- 
pends on  Plutarch  for  his  information, 
i.     Which  of  the  many  "Alexandrias"  are  still  in  existence? 

REMARKS. 

As  Alexander  is  the  greatest  of  the  Greek  heroes  and  one  of  the 
most  important  persons  of  history,  a  week's  time  can  with 
profit  be  given  to  his  career.  The  meaning  of  his  conquest 
for  civilization,  the  spread  of  Greek  culture  and  speech  are 
themes  that  the  teacher  may  make  use  of  for  informal  talks. 
It  should  be  impressed  on  the  class  that  in  the  closing  years  of 
the  fourth  century  Greek  influence  extended  from  the  Spanish 
coast,  Marseilles,  and  Sicily  on  the  west  to  the  Indus  river 
on  the  east. 

XIII.     THE  THIRD  CENTURY:  THE  HELLENISTIC 
AGE.    323-220  B.C. 

31.  The  break-up  of  the  world-empire. 

Wars  of  the  succession;  Ipsus. 

Egypt:     the  Ptolemies;  Hellenistic  culture. 

Asia  (Syria):  the  Seleucidae. 

Smaller  Asiatic  states:     Rhodes,  Pergamus,  Pontus,  Galatia. 

Macedon. 

32.  Hellas  and  Sicily  after  Alexander. 

New  states  in  Hellas:     Epirus,  Aetolian  and  Achaian  leagues. 

Civil  strife;  Roman  intervention. 

Sicily:     Carthaginian  peril;   Roman  peril;   Pyrrhus. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  188-198. 

Jebb,  Primer  of  Greek  Literature,  137-147  (Hellenism). 


25 


Fling,  Source  Book,  ch  xiii  (Achaian  League). 
Gardner,  New  Chapters,  440-459. 
Holm,  History  of  Greece,  IV,  303-316. 
West,  Ancient  History. 
Goodspeed,  Ancient  World. 


MAP  WORK. 


The  work  in  Greek  history  should  close  with  the  making  of  a 
map  showing  the  situation  in  the  Mediterranean  world  about 
250  B.  C.,  or  just  before  the  shadow  of  Rome  began  to  move 
eastward  over  the  Greek  lands.  The  work  should  be  done  in 
class. 

REMARKS. 

The   subject  should   not  be   dismissed   without   a  forward   look. 

Naturally  the  class  will  ask  what  became  of  the  Greek  states. 

On  this  subject  the  teacher  may  prepare  a  brief  talk  showing 

how  they  all  fell,  the  one  after  the  other,  before  the  attack 

of  Rome. 

241,  Sicily  a  Roman  province. 
229,  annexations  on  the  Illyrian  coast. 
197,  Macedon  dependent. 
189,  Rome  in  Asia. 
146,  end  of  Greek  freedom. 
133,  Pergamos  ceded  to  Rome. 
65  (about),  Syria  annexed. 
31,  Egypt  definitely  joined  to  Rome. 

XIV.     THE  BEGINNINGS  OF  ROME :  THE  KINGS. 

33.  Italy. 

The  land:    mountains,   rivers,  leading  divisions    (physical). 
Italian  peoples:     Gauls,  Italians,  Etruscans,  Greeks. 
Civilization:     Greek,  Etruscan,  and  Italian. 

34.  Rome. 

Sources  of  our  knowledge. 

Location:   advantages  and  disadvantages;   the  hills;   the  plaim. 

Society,  government  and  religion. 

Progress  under  the  earlier  kings. 

The  Etruscan  dynasty:  significance  of  foreign  rule. 

Reaction  and  republic. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  199-219   (especially  208  ff;   relig- 
ion). 
Botsford,  Story  of  Rome,  29-57:  legends  that  the  pupil  will  enjoy. 


26 

but  he  should  understand  that  they  are  legends. 
Munro,  Source  Book,  Nos.  1,  2,  3,  7,  11,  16,  41,  21. 

TOPIC*  FOB  PAPERS  OR  REPORTS. 

The  legends  of  early  Rome  may  be  used  for  this  purpose:  Bots 
ford;  work  of  this  sort  may  also  be  based  on  Macaulay's 
Lays  of  Ancient  Rome.  The  following  studies  may  be  found 
useful : 

a.  The  Roman  Forum  (with  map). 

b.  Etruscan  elements  in  Roman  civilization. 

c.  The  mysterious  Etruscan  inscriptions;  recent  attempts  at  in- 
terpretation. 

d.  Greek  elements  in  Roman  civilization. 

e.  Rome  to-day:  extent,  population,  remains. 

f.  Credibility   of   early   Roman   history.    Am.   Hist.   Rev.,    Jan 

1902. 

REMARKS. 

Legendary  details  should  not  be  insisted  on.  At  the  same  time 
the  class  should  be  made  to  see  that  a  legend  may  have  a 
basis  in  fact, — may  be  an  attempt  to  account  for  something: 
the  Romulus  myth  may  be  an  attempt  to  account  for  the  Ro- 
man name.  See  West,  Ancient  History,  256-259  (legendary 
history). 

XV.     THE  EARLY  REPUBLIC :     CIVIL  STRIFE. 

35.     The  early  republic :  internal  history. 
Constitution:  consuls,  senate,  assemblies. 
The   plebeians:    social,   economic   and   political   status. 
The  fight  for  political  recognition:  the  tribunate. 
The  struggle  for  written  laws:      the     Decemvirs;      the   Twelve 

Tables. 

The  plebeians  and  the  magistracies:  Licinian  laws. 
The  plebeians  admitted  to  the  assemblies:     Hortensian  law. 
The  growth  of  the  constitution:  new  assembly  and  magistracies. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  220-232   (the  Roman  city). 
Botsford,  Story  of  Rome,  84-100   (illustrative  materials  to  be  as- 
signed as  the  narrative  progresses). 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Compare  the  governments  of  Athens  and  Rome  about  500  B.  C. 

b.  Show  in  what  respects  the  Roman  constitution  500  B.  C.  re- 
sembled that  of  Sparta. 


27 

c.  What  movements  parallel  to  that  of  the  expulsion  of  the  Tar- 

quins  can  be  found  in  Greek  history?    What  correspondence 
in  time? 

d.  History  and  powers  of  the  tribunate. 

e.  Livy's  account  of  the  secession  of  the  plebeians  (Botsford). 

REMARK. 

The  story  commonly  told  of  the  strife  between  the  plebeians  and 
patricians  is  of  doubtful  authenticity.  No  attempt  should  be 
made  to  amplify  it  beyond  the  limits  set  by  the  text  book  and 
careful  memorizing  of  details  need  not  be  required. 

XVI.     THE  CONQUEST  OF  ITALY  AND  SICILY. 

36.  Koman  Supremacy  in  Latium. 

Wars   with   the   neighboring   tribes:    Etruscans,     Volscians,   Ae- 

quians. 

The  Gauls  in  Rome,  390  B.  C. 
The  organization  of  Roman  rule  in  Latium:   colonies,  municipi* 

37.  The  Conquest  of  Italy. 

The  wars  for  central  Italy:  Samnite  Wars. 

The  war  for  southern  Italy:  Greek  war;  Pyrrhus. 

The  organization  of  Roman  rule  in  Italy:  roads  and  colonies. 

38.  The  conquest  of  Sicily :     First  Punic  War. 

Rome  and  Carthage:  ambitions  and  resources. 
The  war;  Rome  becomes  a  naval  power. 
The  province  of  Sicily. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  233-238   (the  Roman  army). 
BotBford,  Story  of  Rome,  60-83   (especially  the  selections  dealing 

with  the  Gauls  and  Pyrrhus);  110-112  (Hamilcar  Barca). 
Munro,  Source  Book,  No.  61  (Gauls);  No.  65  (Roman  fleet);  No. 

82  (the  treaty  at  the  close  of  the  war  for  Sicily). 

MAP  WORK. 

Conquest  of  Italy  and  Sicily:  map  showing  the  places  mentioned 
in  the  text  book  in  connection  with  these  wars. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Roman  road  making. 

b.  Compare  or  contrast  Rome  and  Athens  as  to  general  impor- 
tance in  the  fifth  century. 


28 

c.  Determine  what  was  going  on  in  Rome  during  the  Periclean 
age. 

d.  Determine  what  was  going  on  in   Italy  during  the  wars  of 
Alexander. 

e.  The  story  of  Coriolanus  as  told  by  Shakespeare. 

REMARKS. 

As  Sicily  is  a  part  of  the  Italian  mass  the  account  of  Roman  ex- 
pansion in  Italy  is  made  to  include  the  First  Punic  War. 
The  stories  of  the  early  wars  in  the  neighborhood  of  Rome 
need  not  be  emphasized.  The  important  matters  are  the  suc- 
cessive additions  to  the  Roman  dominion  and  the  means 
devised  for  holding  conquered  territory. 

XVII.     THE  WINNING  OF  THE  MEDITERRANEAN 

EMPIRE. 

39.  The  winning  of  the  west,  238-146  B.  C. 

Rome  in  Corsica  and  Sardinia. 

Causes  of  the  Second  Punic  War:  Carthage  in  Spain. 

Hannibal's  invasion  of  Italy,  218  B.  C. 

Character  of  the  war;   the  Roman  defence;   Fabius. 

End  of  the  war;  Zama;  Scipio;  results;  201  B.  C. 

Romanization  of  Spain. 

Third  Punic  War;  results;  149-146  B.  C. 

40.  The  winning  of  the  east,  201-146  B.  C. 

Macedonian  Wars,  215-205,  200-196,  171-167  B.  C. 

Asiatic  War,  192-189  B.  C. 

The  system  of  protectorates. 

Annexation  of  the  east:  provincial  system  extended. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  233-247   (Roman  conquest). 

Botsford,  Story  of  Rome,  112-125  (Hannibal). 

Plutarch,  Fabius. 

Morris,  Hannibal  (for  details  as  to  Hannibal's  career). 

MAP  WORK. 

Class  test:  march  of  Hannibal  from  New  Carthage  to  Capua — 
rivers,  mountains,  battle  fields,  general  direction  of  the  march. 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.     Compare  Livy's  account  of  Hannibal  (Botsford)  with  what  you 

gather  from  Plutarch's  Fabius. 


29 

b.  Illustrations  of  the  Fabian  policy. 

c.  The  story  of  Archimedes. 

d.  Stories  of  Hannibal. 

e.  Hannibal  after  the  defeat  at  Zama. 

f.  Polybius. 

g.  Did  Rome  wish  to  annex  the  east?    West,  Ancient  History, 
335-338. 

XVIII.     THE  ROMAN  EEPUBLIC  IN  THE  SECOND 
CENTURY  B.  C. 

41.  The  city  of  Rome. 

The  completed  constitution.     Botsford,  127-137. 
Introduction  of  Hellenism:  culture,  religion. 
Economic  and  moral  decline;  evils  of  slavery. 
Reform  movements:  the  Gracchi. 

42.  The  empire. 

Provinces  (to  133  B.  C.) :  Sicily,  Sardinia  and  Corsica,  Hither 
Spain,  Farther  Spain,  Illyricum,  Macedonia  and  Achaia,  Af- 
rica, Asia. 

Dependent  states:  Numidia,  Lydia,  Egypt. 

Italy:  grievances  of  the  Italians. 

Character  of  provincial  government. 

COJLLATERAL    READING. 

Seignobos,  Ancient  Civilization,  248-273. 

Botsford,  Story  of  Rome,  127-157   (the  first  ten  pages  should  be 

talked  over  in  class;    pp.  141-157  may  be  made  the  subject 

of  an  ordinary  class  exercise). 

Goodspeed,  Ancient  World,  317-336   (good  summary). 
Munro,  Source  Book,  Nos.  73,  75-77  (introduction  of  luxuries). 
Abbott,  Roman  Political  Institutions. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Revolt  of  the  Maccabees    (Syria).     Apochryphal   Books,   The 

Bible. 

b.  The  provincial  governor  at  his  worst.     Munro,  No.  188. 

c.  How  the  Romans  reckoned  time.     Latin  grammar. 

d.  Roman  names.     Latin  grammar. 

e.  The  Scipio  family. 

f.  Slavery. 

RBMABK. 

In  these  assignments  (except  in  the  matter  of  the  constitution) 
the  aim  should  be  to  form  impressions  rather  than  to  mem- 
orize facts. 


30 

XIX.     THE  DOWNFALL  OF  THE  REPUBLIC. 

43.  Marius  and  Sulla :  civil  strife,  107-78  B.  C. 

Rise  of  Marius:  Jugurtha;  Cimbri  and  Teutones. 

Drusus  and  the  Social  War. 

Civil  war  between  Marius  and  Sulla. 

Sulla  and  the  Roman  constitution. 

44.  Pompey  and  Caesar. 

The  leadership  of  Pompey:  Spain,  the  East. 
Senatorial  opposition:     Cicero,  Cato. 
Caesar  as  a  politician:  the  first  triumvirate,  60  B.  C. 
Caesar  as  a  general:  the  Gallic  wars,  58-49  B.  C. 
Rivalry  of  Caesar  and  Pompey:     civil  war,  48-45  B.  C. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  274-285. 

Botsford,  Story  of  Rome,  ch.  vii  (much  interesting  material). 

Plutarch,  Caesar  (first  half). 

Munro,  Source  Book,  Nos.  87,  88  (Sulla),  89  (Pompey),  90. 

TOPICS  FOE  PAPERS  OR  REPORTS. 

a.  Caesar's  description  of  Germany.    Commentaries. 

b.  Caesar  in  Britain.     Commentaries. 

c.  Sertorius.     Plutarch. 

d.  Spartacus. 

e.  Conspiracy  of  Catiline. 

REMARKS. 

It  is  not  advisable  to  spend  much  time  on  the  last  century  of  the 
republic.  The  details  of  the  civil  wars  need  not  be  empha- 
sized; but  careful  attention  should  be  given  to  the  growth  of 
the  empire.  For  excellent  maps  showing  this  expansion,  see 
the  text  books  of  West,  Botsford,  and  Goodspeed. 

XX.     FOUNDING  THE  ROMAN  EMPIRE. 

45.  The  monarchy  of  Caesar,  45-44  B.  C. 

The  civil  war:  Pharsalus  to  Munda. 
Reforms  of  Caesar:  the  new  monarchy. 
The  new  provincial  organization. 
Death  of  Caesar;  his  place  in  history;  44  B.  C. 

46.  The  rise  of  Octavius. 

The  second  triumvirate,  43  B.  C. 

Overthrow  of  the  senatorial  party:  Philippi,  42  B.  C. 

The  two  rivals:  Antony  and  Octavius;  Actium,  31  B.  C. 


31 

47.  Roman  culture :  the  age  of  Cicero. 

Poets:     Catullus,  Lucretius. 

Prose  writers:     Cicero,  Caesar,  Sallust,  Nepos,  Varro. 

Education:     Hellenic  influences. 

COLLATERAL  READING. 

Plutarch's  Caesar  (completed). 

Botsford,  Story  of  Rome,  199-231  (excellent  extracts  can  be  made). 

Fowler,  Caesar,  326-349  (reforms  of  Caesar). 

Shakspeare's  Julim  Caesar  may  be  used  effectively  at  this  point. 

MAP  WORK. 

Illustrate  campaigns  of  Julius  Caesar  after  the  crossing  of  the 
Rubicon  by  locating  places  mentioned  in  the  text  on  an  out- 
line map 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Comparison  of  Shakspeare's  account  of  Caesar's  death  with 
that  of  Plutarch. 

b.  Was  Caesar  justified  in  destroying  the  republic?     West,  An- 
cient History,  372-375 ;  compare  the  views  of  other  historians. 

c.  Last  days  of  Cato. 

d.  Mommsen's  estimate  of  Caesar  (V,  305-314;  441-442). 

e.  Cicero.     Atlantic  Monthly,  May  1888  (641-661). 

REMARK. 

Emphasize  (a)  the  inadequacy  of  a  municipal  form  of  government 
devised  for  a  small  city  as  the  government  of  an  empire;  (b) 
the  changes  devised  by  Caesar  (get  as  definite  information 
as  possible);  (c)  the  natural  opposition  of  a  senate  from 
which  control  was  passing;  (d)  the  reasons  for  not  develop- 
ing  toward  a  democracy  instead  of  toward  a  monarchy. 

XXI.     THE  FIRST  CENTURY  OF  THE  EMPIRE:  THE 

PRINCIPATE. 

48.  The  age  of  Augustus,  31  B.  C.— 14  A.  D. 

The     constitution:     survivals      and       innovations;       principate, 

"dyarchy." 

Frontier  policy  of  Augustus:  the  Germans;  the  Orient. 
Public  improvements:   aqueducts,  basilicas,  roads,  Pantheon,  etc. 
Writers  of  the  Augustan  age:     Livy,  Vergil,  Horace. 

49.  The  successors  of  Augustus  (to  Domitian),  14-96. 

Leading  emperors:   Tiberius,  Claudius,  Vespasian,  Domitian. 


32 

Expansion  of  the  empire:   Britain,  43. 
The  new  imperial  policy:  extension  of  Roman  citizenship. 
Literary  decline:  Seneca,  Pliny  (elder),  Quintilian. 
Public  works:      Claudian   aqueduct;    Colosseum. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  289-295;  313-317. 
Botsford,  Story  of  Rome,  233-241;  261-265;  278-284. 
Munro,  Source  Book,  Nos.  153-156  (education). 
Goodspeed,  Ancient  World,  359-380   (excellent  brief  account). 
West,  Ancient  History,  390-400   (government,  frontiers). 

TOPICS  FOB  PAPERS  OB  REPORTS. 

a.  Worship  of  the  emperor.     (Seignobos,  289-290). 

b.  Character  of  Augustus. 

c.  Revolt  of  the  Jews.     (Botsford). 

d.  The  destruction  of  Pompeii  as  described  by  Bulwer-Lytton. 

e.  Map  of  the  places  mentioned  in  the  Acts  of  the  Apostles  as 

having  Christian,  churches  or  groups  of  Christians. 

f.  Point  out  the  steps  taken  in  each  reign  toward  a  stronger 

monarchy. 

g.  The  elder  Pliny. 

h.     Eruption  of  Vesuvius.     Letters  of  Pliny. 

i.     Destruction  of  Jerusalem.    Josephus. 

j.    What  has  been  found  at  Herculaneum  and  Pompeii? 

XXII.     THE  EMPIRE  AT  ITS  HEIGHT :  SECOND 
CENTURY. 

50.  The  Five  Good  Emperors,  96-180. 

Nerva:     succession  secured  by  adoption;   96-98. 

Trajan:   imperial  extension;   Dacia;  the  East;   98-117. 

Hadrian:     the  frontier  defences;  117-138. 

The  Antonines:     legislation;  imperial  defence;  138-180. 

Extension  of  the  emperor's  authority  in  Italy  and  the  province'* 

51.  Rome  and  the  empire :  civilization. 

State  of  the  empire:  an  age  of  peace  and  good  government. 
Literature,   the   silver   age:    Tacitus,   Juvenal,   Pliny,    Suetonius, 

Marcus  Aurelius. 

The  Hellenic  revival:  Appian,  Plutarch,  Galen,  Ptolemy. 
Public  works:  Rome  and  abroad. 

The  city  of  Rome:  public  works  and  notable  buildings. 
Private  life  among  the  Romans. 


33  ] 

52.     Christianity. 

Origin:  time,  place,  circumstances. 
Spread  of  Christianity  in  the  first  two  centuries. 
Attitude  of  the  empire  toward  Christianity. 
Attitude  of  the  Christians  toward  the  empire. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  295-312;  317-328;  329-338  (Chris- 
tianity: good  brief  account). 

Botsford,  Story  of  Rome,  288-295  (Trajan);  295-302  (Hadrian); 
308-315  (Marcus  Aurelius). 

West,  Ancient  History,  400-428  (society  in  the  first  two  centuries: 
an  excellent  outline). 

Abbott,  Roman  Political  Institutions. 

MAP  WORK. 

Rome  in  the  second  century:  the  pupils  should  prepare  a  map 
showing  all  the  points  of  particular  interest  in  the  city  at 
the  close  of  this  period.  For  good  maps  of  the  city  see  the 
text  books  of  Botsford,  Goodspeed,  and  West. 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Forms  of  architecture  in  Rome.     Seignobos  and  elsewhere. 

b.  The  Roman  house.     Goodspeed. 

c.  Roman  law.    Seignobos. 

d.  Amusements.     Munro,  Source  Book,  Nos.  164-178. 

e.  Gibbon's  view  of  the  empire  in  the  second  century.     Decline 
and  Fall  I,  chs.  i-iii. 

f.  A  list  of  the  most  prominent  architectural  additions  to  Rome 

since  the  death  of  Augustus. 

g.  Sight  seeing  in  Rome  in  the  days  of  Marcus  Aurelius. 
h.     Pagan  morals.     West. 

i.     Introduction  of  Eastern  cults. 

REMARK. 

As  the  second  century  marks  the  highest  point  in  the  progress  of 
the  empire,  all  the  necessary  time  should  be  taken  to  make 
the  study  as  complete  as  possible. 


34 

XXIII.     DECLINE  AND  REORGANIZATION. 

53.  A  century  of  decline  and  anarchy:  the  "barrack  em- 
perors;" 180-284. 

Development  of  Roman  law:  Ulpian,  Papinian. 

Extension  of  Roman  citizenship:     Caracalla,  211. 

Frontier  perils:   Persians,  Germans   (Goths,  Franks,  Allemanni). 

Internal  perils:  pretenders  (Tetricus,  Zenobia) ;  Aurelian,  270-275. 

54.  The  absolute  monarchy,  284-375. 

Diocletian:   reorganisation;   Augusti  and  Caesars. 

Constantine:  the  capital  moved  to  Byzantium. 

The  new  provincial  system:      prefectures,     dioceses,     provinces, 

civitates. 
The  successors  of  Constantine;  Julian. 

COLLATERAL  READING. 

Seignobos,  Ancient  Civilization,  343-348. 

Hodgkin,  Dynasty  of  Theodosius,  44-52  (hierarchy  of  officials). 

Goodspeed,  Ancient  World,  416-420. 

West,  Ancient  History,  434-438. 

TOPICS  FOB  PAPEBS  OB  REPOBTS. 

a.  Septimius    Severus.     Any   good   Roman    history. 

b.  Elagabulus.     Gi'b'bon,  or  any  good  Roman  history. 

c.  Zenobia. 

d.  Wall  of  Aurelian. 

e.  Legends  of  Constantine. 

f.  Natural  advantages  of  the  site  of  Byzantium. 

g.  Julian's  attempt  to  restore  the  old  faiths. 

REMABKS. 

There  is  a  great  dearth  of  good  materials  for  supplementary 
reading  on  the  two  centuries  after  the  Antonines;  never- 
theless, an  effort  should  be  made  to  do  something  more  with 
the  period  than  is  done  in  the  average  text  book. 

XXIV.  THE  WORLD  IN  THE  FOUKTH  CENTURY. 

55.  The  Roman  world. 

Extent  of  the  empire:  frontier  fortifications. 
Economic  conditions:  labor  situation,  taxation,  gilds,  villa. 
Social  classification:    senatorial  nobility,  curials,  artisans,  serfs. 
Literature  and  education:  decline;  Christian  forms  and  themes. 

56.  The  German  world. 

The  land;  the  people;  advancement  in  civilization. 


35 

Earlier   contact  between  Germans  and  Romans    (review). 
The  German  peril:  weakness  of  the  frontier;  location  of  the  tribal 
confederacies. 

57.  Christianity. 

Earlier  persecutions  (review). 

Constantine  and  the  church;   Christianity  becomes  aggressive. 
Organization:  survival  of  imperial  arrangements  in  the  church. 
Doctrines  and  heresies:   Arianism;   council  at  Nicaea,  325. 
Tenacity  of  Paganism:     Julian. 

COLLATERAL  READING. 

Emerton,  Introduction,  12-21. 

Hodgkin,  Dynasty  of   Theodosius   1-33;    44-52      (society);      55-72 
Seignobos,  Ancient  Civilisation,  352-359   (church  and  state). 
West,  Ancient  History,  439-457  (church,  society). 
Robinson,  Western  Europe,  8-24. 

Seignobos,  Mediaeval  and  Modern  Civilization,  3-18   (fourth  cen- 
tury conditions). 

MAP  WORK. 

The  northern  frontier  and  the  location  of  the  principal  German 
tribes  just  before  the  invasions. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  The  catacombs. 

b.  Hypatia. 

c.  Ulfilas. 

d.  Tacitus'  description  of  the  Germans.     Ogg,  Sowce  Book. 

e.  Religion  of  the  Germans. 

f.  Christianity  as  a  factor  in  the  break-up  of  the  empire.    Bwry. 

Hodgkin. 

XXV.     THE  GERMANIC  INVASIONS.    376-527. 

58.  The  first    period  of  invasions,  376-451. 

Visigoths:  Alaric;  sack  of  Rome,  410;  new  kingdom  in  Spain. 
Vandals:  Geiseric;  sack  of  Rome,  455;  Africa. 
Attila  and  the  Huns  (not  Germans);  Chalons. 

59.  The  second  period  of  invasions,  4.51-527. 

Angles  and  Saxons  in  Britain;    cause  of  migration — movements 

of  Attila? 

Kingdom  of  Odoacer  in  Italy:  "fall  of  Rome",  476. 
Ostrogoths  in  Italy:     Theodoric. 
Franks  in  Gaul :     Clovis. 


36 

COLLATERAL  READING. 

Emerton,   Introduction,    22-34    (Visigoths);    41-47    (Huns). 
Hodgkin,  Dynasty  of  Theodosius,  159-168   (Alaric  in  Italy);   215- 

234  (Geiseric  in  Africa  and  Italy). 
Munro  and  Sellery,  Medieval  Civilization,  50-59. 
Ogg,  Source  Book,  32-46  (Visigoths  and  Huns). 

MAP  WOBK. 

Europe  at  the  death  of  Theodoric,  526;  the  map  should  include  a 
few  of  the  leading  cities  of  the  period  and  the  capitals  of  the 
new  kingdoms  (if  they  had  capitals). 

TOPICS  FOB  PAPEBS  OB  REPOBTS. 

a.  Early  years  of  Theodoric.     Hodgkin,  Theodoric. 

b.  Attila  and  his  court.     Robinson,  Readings. 

c.  Conversion  of  Clovis.     Robinson,  Readings. 
A.  Deeds  of  Clovis.     Ogg. 

e.     Cassiodorus.     Hodgkin,    Theodoric, 

REMABK. 

Only  the  most  general  treatment  need  be  given  to  the  Franks  in 
this  group  of  assignments;  the  topics  on  Clovis  may  be 
postponed  to  the  next  group. 

XXVT.     PAPACY  AND  MONASTICISM. 

60.  The  growth  of  papal  power   (to  (JOO). 

The  bishops  of  Rome  in  the  first  four  centuries. 

Leo  the  Great  and  the  barbarians. 

Gregory  the  Great,  590-604. 

Bases  of  papal  claims  to  spiritual  supremacy. 

Material  factors  in  the  rise  of  papacy. 

61.  The  monastic  movement. 

Early  history:     eastern  monks;  hermits. 
Saint  Jerome  and  western  monasticism. 
The  Benedictine  Rule. 
Monastic  usefulness  in  the  middle  ages. 

CQLLATEBAL  READING. 

Emerton,  Introduction,  100-110   (papacy),  135-149 (  monasticism). 
Ogg,  Source  Book,  83-90  (Rule  of  St.  Benedict— selections). 
Robinson,  Western  Europe,  44-59. 
Wishart,  Monks  and  Monasteries. 


37 


MAP  WORK. 

The  teacher  may  make  a  list  of  the  leading  church  centers  of 
the  period  studied  (Rome,  Jerusalem,  Antioch,  Alexandria, 
Constantinople,  Hippo,  Milan,  Monte  Cassino,  etc.)  to  be 
placed  on  an  outline  map;  the  reason  for  the  choice  in  each 
case  should  be  made  clear. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  The  claims  of  the  Roman  bishop.     Robinson.     Ogg. 

b.  Gregory  the  Great  as  a  man  of  letters.     Source  Books. 

c.  Saint  Anthony. 

d.  Saint  Jerome. 

e.  Saint  Augustine's  City  of  God. 

f.  Saint  Simeon  Stylites.     Tennyson. 

g.  Plan  of  a  monastery. 

XXVII.     THE  NEW  KINGDOMS  IN  THE  OLD  EMPIRE, 


(j 


62.     Th -3  attack  from  Constantinople:  Justinian. 

Justinian:      Character,   abilities,   ambitions;    527-568. 
Subjection  of  the  Vandals:     Belisarius. 
Destruction  of  the  Ostrogothic  nation. 
Narses  and  the  Lombards;     568. 
Justinian's  works  of  peace;  Justinian  Code. 

Expansion  of  tlie  Frankish  dominions  <'(>38). 
Career  of  Clovis   (review). 
The  Franks  and  the  Roman  church. 
Conquests:     Aquitaine,  Burgundy,  Ripuaria,  Thuringia. 
Austrasia  and  Neustria:     racial  and  political  differences. 

64.     The  church  and  the  Germans :  conversion. 

Arianism  and  heathenism. 

Conversion  of  the  Franks,  496. 

Saint  Augustine  and  the  church  in  Britain,  597. 

Saint  Boniface  in  Germany,  718-755. 

Gradual   extinction  of  Arianism:      Lombards,   Visigoths. 

The  fusion  of  the  peoples :  Romance  nations. 

Language:     Romance  languages. 

Law:   contrast  of  German  and  Roman  systems. 

)LLATEBAL   READING. 

Emerton,  Introduction.,  62-72   (Franks),  73-91   (German  law). 
Seignobos,   Mediaeval   and  Modern   Civilization,   18-26      (conver- 
sions). 
Ogg,  Source  Book,  59-67  (Salic  Law). 


38 

Munro  and  Sellery,  Medieval  Civilization,  60-128. 
Robinson,  Western  Europe,  60-66  (conversions). 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Conversion  of  England.     Robinson,     Readings.     Ogg. 

b.  Roman  and  Teutonic  contributions    to    modern    civilization. 

West,  Ancient  History,  495-496. 

c.  Saint  Boniface  in  Germany.     Robinson,    Readings^  I,  106-111. 

d.  State  of  culture  among  the  Lombards  in  the  sixth  century. 

e.  Belisarius. 

REMARKS. 

It  should  be  brought  out  clearly  that  the  new  German  states  fell 
(most  of  them)  before  two  powers;  the  Byzantine  Empire 
and  the  Frankish  kingdom.  The  former  destroyed  the  Van- 
dal and  the  Ostrogothic  states;  the  latter  the  Burgundian 
and  later  the  Lombard  kingdoms;  both  helped  to  weaken  the 
Visigoths.  Of  these  two  the  Franks  had  the  favor  of  Rome 
— a  very  important  consideration  for  the  future. 

XXVIII.     FRANKS  AND  SARACENS. 

66.  The  Carolingian  mayors :  the  fight  with  Islam. 

Major  domus  and  "do  nothing  king'?. 
Charles  Martel,  mayor  and  sole  ruler,  714-741. 
Career  of  Mohammed;   spread  of  Islam;   Spain. 
Battle  of  Tours,  732:     results. 

67.  The  Carolingian  kingship:  Pippin. 

Pope  and  Lombards:     appeals  to  Charles  Martel. 

The  appeal  to  Pippin:  the  alliance. 

Coronation  of  Pippin  as  king  of  the  Franks,  752. 

Church  policy  of  the  Carol ingians. 

Pippin's  service  to  Europe. 

COLLATERAL  READING. 

Emerton,  Introduction,  115-134,  151-179    (especially  129-132,  162- 

171). 

Robinson,  Western  Europe,  67-76    (good  brief  account). 
Seignobos,  Mediaeval  and  Modern  Civilization,  39-50. 
Ogg,  Source  Book,  97-104  (selections  from  the  Koran). 
Robinson,  Readings,  ch.  vi. 

TOPICS  FOE  PAPEBS  OB  REPOBTS. 

a.  The  Koran. 

b.  Extent  of  Mohammedanism  to-day. 

c.  The  last  Merovingian. 

d.  An  account  of  how  Pippin  became  king.     Ogg. 

e.  Frankish  historians.     Emerton,      Introduction,   60-62. 


39 

Charles  Martel  and  the  church. 
The  iconoclastic  controversy. 


REMARK. 


At  this  point  it  is  not  advisable  to  give  much  time  to  the  matter 
of  Mohammedanism,  only  sufficient  to  enable  the  class  to  ap- 
preciate the  importance  of  the  victory  at  Tours;  the  subject 
of  Saracen  civilization  can  be  studied  to  greater  advantage 
in  connection  with  the  crusading  movements. 

XXIX.     THE  AGE  OF  CHARLEMAGNE. 

68.  Personality  of  Charlemagne. 

Physical  appearance;  mode  of  living. 

Interest  in  education:  the  Carolingian  revival. 
The  legendary  Charlemagne. 

69.  Charlemagne  as  a  ruler,  768-814. 

Expansion  of  his  domains:  wars  with  Saxons  and  Lombards. 

Organization  of  the  realm:  assemblies,  missi,  counts,  margraves. 

Charlemagne  as  a  law  giver:     capitularies. 

The  Carolingian  ambition:   a  German  Christian  monarchy. 

70.  The  western  empire. 

State  of  the  Byzantine  Empire;  Irene. 
Position  of  the  papacy:   need  of  protection. 
Coronation  at  Rome,  800. 
Consequences  of  the  coronation  act. 

COLLATERAL  READING. 

Emerton,  Introduction,  ch.  xiv. 

Robinson,  Western  Europe,  ch.  vii. 

Munro,  Middle  Ages,  ch.  ii. 

Einhard,  Life  of  Charlemagne  (excellent  and  inexpensive). 

Hodgkin,  Charles  the  Great  (for  details). 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Stories  of  the  Saxon  wars. 

b.  Story  of  Roland. 

Charlemagne's  income  from  his  farms.    Robinson.    Ogg. 

Laws  for  the  Saxons.     Ogg. 

The  palace  school.    Hodgkin. 

Alcuin. 

Carolingian  reforms  in  writing. 


40 

XXX.     SUMMARY  OF  ANCIENT  HISTORY. 

71.  The  expanding  area  of  civilization. 

Nile  and  Euphrates  valleys:  early  centers  of  culture. 

Syria  and  Persia:  unification  of  culture;  eastward  movement. 
Greece  and  Phoenicia  (colonisation);  westward  expansion. 
Age  of  Alexander:  Oriental  world  annexed  to  Greek  world: 

Greek   sphere    of   influence   extended    from    Spain    to    India; 

Alexandria  the  center  of  Hellenistic  culture. 
Rome:     east  annexed  to  west;   new  regions  opened  in  the  west 

and  north. 
The  church:   northward  movement  into  Germanic  lands. 

72.  The  growing  content  of  civilization. 

Orient:   useful  arts  and  sciences,  commerce,  religion. 

Greece:  fine  arts;  beginnings  of  philosophic  and  scientific 
thought. 

Rome:  Governmental  machinery,  local  and  central;  law;  a  uni- 
versal language.:  the  imperial  idea;  Christianity  (indirectly). 

Germans:  physical  strength  and  assimiliating  powers;  ideas  of 
personal  loyalty,  individual  freedom  and  democracy. 

The  church:  a  lofty  ethical  system;  an  organized  force  for  the 
conservation  of  culture;  inheritance  from  Rome. 

73.  The  world  in  800. 

Byzantine  Empire;    Greek-Oriental. 

Western  Empire:     Germanic-Romance. 

Saracen  states:   Caliphates  of  Bagdad,  Egypt,  and  Cordova. 

The  papacy:  supremacy  in  church;  temporal  rule  in  central  Italy. 

READING. 

The  teacher  will  be  able  to  find  sections  in  the  text  book  use-l 
that  can  be  assigned  to  illustrate  and  develop  the  outline 
given  above. 


PART  II. 
MEDIEVAL  AND  MODERN  HISTORY 


42 

LITEEATUKE. 

I 

Adams,  G.  B.,  Growth  of  the  French  Nation.     Macmillan.     $1.25. 
Emerton,  E.,  Mediaeval  Europe.    Ginn.      $1.65. 

Henderson,  E.  F.,  Short  History  of  Germany.    2  vols.  Macmillan.     $4.00. 
Ogg,  F.  A.,  Source  Boole  of  Mediaeval  History.    Am.  Book.  Co.    $1.50. 
Robinson,  J.  H.,  Readings  in  European  History,    2  vols.     Ginn.  $1.50.  per 

vol.     A  single  volume  edition  for  high  schools  has  been  prepared. 
Robinson,  J.  H.,  and  Beard,  C.  A.,  Development  of  Modern  Europe.        2 

vols.    Ginn.      $3.00. 
Seignobos,  Charles,  History  of  Mediaeval  and  Modern  Civilization.    Serib- 

ners.     $1.25. 
Seignobos,  Charles.     History  of  Contemporary  Civilization.         Scribners. 

$1.25. 

II 

Alzog,  J.,  Manual  of  Universal  Church  History.    Robt.  Clarke  &  Co.  $8.00. 
Andrews,  C.  M.,  Historical  Development  of  Modern  Europe.    2  vols.  Put- 

nams.     $5.00.     (Also  single  volume  edition  $2.75). 
*Archer,  T.  A.,  and  Kingsford,  C.  L.,  The  Crusades.    Putnams.     $1.50. 
Balzani,  U.,  The  Popes  and  the  Hohenstaufen.    Longmans.    80  cents. 
Barry,  W.,  The  Papal  Monarchy.    Putnams.     $1.50. 
Beard,  C.,  Martin  Luther  and  the  Reformation  in  Germany    (to  1520). 

Paul.     $2.50. 

Cesaresco,  E.  M.,  (Countess),  Cavour.    Macmillan.     75  cents. 
Cheyney,  E.  P.,  Industrial  and  Social    History    of  England.    Macmillan, 

$1.40. 
Cunningham,  W.,  An  Essay  on  Western  Civilization.  Cambridge  University 

Press.     (Vol.  II,  medieval  and  modern.    $1.25). 
Emerton,  E.,  Desideriws  Erasmus.    Putnams.     $1.50 
Fisher,  G  P.,  The  Reformation.     Scribners.     $2.50. 
Fournier,  A.,  Napoleon  the  First.    Holt.     $2.50. 
Gardiner,  S.  R.,  The  Thirty  Years'  War.    Longmans.    $1.00. 
Harrison,  F.,  William  the  Silent.     Macmillan.     75  cents 
Hassall,  A.,  Louis  XIV.     Putnams.     $1.50. 
Headlam,  J.  W.,  Bismarck  and  the  Founding  of  the     German    Empire. 

Putnams.      $1.50. 

Hutton,  W.  H.   Philip  Augustus.    Macmillan.     75  cents. 
*Jacobs,  H.  E.,  Martin  Luther.    Putnams.     $1.50. 
*Jessopp,  A.,  Coming  of  the  Friars.    Putnams.     $1.25. 
Johnston,  R.  M.,  Napoleon.    Barnes.     $1.00. 

Judson,  H.  P.,  Europe  in  the  Nineteenth  Century.    Flood  &  Vincent.  $1.00. 
Jusserand,  J.  J.,  English  Wayfaring  Life  in  the  Middle  Ages.    $3.00. 
Longman,  F.  W.,  Frederick  the  Great  and  the  Seven  Years'  War.    Scrib- 
ners.   $1.00. 

Lowell,  E.  J.,  Eve  of  the  French  Revolution.    Houghton.      $2.00. 
Lowell,  F.  C.,  Joan  of  Arc.    Houghton.    $2.00. 


43 


Maynard,  Merrill  &  Co.    24  cents. 
French      Monarchy.     MacLehose 


24  cents. 
$3.00. 
Century.  $2.00. 


*Macaulay,  T.  B.,  Frederick  the  Great. 

MacLehose,    S.   H.,   Last  Days   of  the 
(Edinburgh).     $1.50. 

MacLehose,  S.  H.,  From  the  Monarchy  to  the  Republic  in  France.    Mac- 
Lehose     (Edinburgh).     $1.50. 

Mathews,  S.,  The  French  Revolution     Longmans.     $1.25. 

McCabe,  J.,  Abelard..  $1.50. 

*  Motley,  J.  L.,  Peter  the  Great.     Maynard,  Merrill  &  Co. 

Miiller,  W.,  Political  History  of  Recent  Times.    Harper. 

*Munro,  D.  C.,  and  Sellery,  G.  C.,  Medieval  Civilization. 

Oman,  C.,  History  of  the  Art  of  War.    Putnams.     $4.50. 

Pears,  E.,  Fall  of  Constantinople.    Harpers.     $2.00. 

Perkins,  J.  B.,  France  Under  the  Regency.    Houghton.     $2.00. 

Perkins,  J.  B.,  France  under  Louis  XV.     2  vols.     Houghton.    $4.00. 

Robinson,  J.  H.,  and  Rolfe,  H.  W.,  Petrarch.    Putnams.    $2.00. 

Rose,  J.  H.,  Development  of  Modern  European  Nations.    2  vols.    Putnams. 
$2.00. 

*Seebohm,  P.,  Era  of  the  Protestant  Revolution.    Longmans.  65  cents. 

Seeley,  J.  R.,  Expansion  of  England.    Macmillan.     $1.10 

Smith,  M.,  Bismarck  and  German  Unity.     Macmillan.     $1.00. 

Stephens,  H.  M.,  Revolutionary  Europe.     Macmillan.     $1.75. 

Stephens,  W.  R.  W.,  Hildebrand  and  his  Times.     Longmans. 

Stubbs,  W.,  Early  Plantagenets.    Longmans.    $1.00. 

Symonds,  J.   A.,  Short  History  of  the  Renaissance  in  Italy. 
$1.25. 

Taine,  H.,  Ancient  Regime.    Holt.     $2.50. 

*Walker,  W.,  The  Reformation.     Scribners.       $2.00. 

Ward,  A.  W.,  The  Counter  Reformation.     Longmans.     80  cents. 

Note.    The  titles  grouped  under  (I)  are  such  as  should  be  found  in 

every  high  school  library.     Of  the  books  in  the  second  group  those  marked 

with  an  asterisk  will  be  found  particularly  useful.     Text  books  are  not 

listed. 

I.     THE  CAKOLINGIAN  EMPIRE. 

1.  Formation  of  the  empire. 

Situation  in  Christendom  at  the  close  of  the  eighth  century. 
Preeminence  of  Charles  as  king  of  Franks  and  Lombards. 
Coronation  act,  800;    circumstances,  meaning,  results. 
Government  of  the  empire. 

2.  Decline  of  the  empire. 

Louis  the  Pious  and  his  sons:  misgovernment. 
Treaties  of  Verdun    (843)   and  Mersen   (870);   partitions. 
Final  break-up  of  the  empire,  887. 

Causes  of  the  decline;  economic  difficulties;   barbarian  invasions 
(Northmen);   defective  government. 


80  cents. 


Scribners. 


44 


COLLATERAL  READING. 


Seignobos,  Mediaeval  and  Modern  Civilization,  52-62  (govern- 
ment of  Charlemagne), 

Emerton,  Mediaeval  Europe,  13-40. 

Ogg,  Source  Book,  157-163   (ninth  century  chronicle). 

Good  brief  accounts  in  the  text  books:  Robinson,  Harding, 
Munro. 

MAP  WORK.  . ,  . . 

Treaty  lines  of  Verdun  and  Mersen. 
TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Charlemagne's  interest  in  education.     Ogg.    Robinson. 

b.  Charlemagne's  family.    Hodgkin;  or  any  other  good  life  of 
Charlemagne. 

c.  The  Strassburg  oaths.     Ogg.    Munro.    Emerton. 

d.  The  Northmen.     Source  Books.     See  Kipling,  Puck  of  Pookas 

mn. 

e.  Siege  of  Paris,  885.     Source  books. 

REMARK. 

It  will  be  necessary  to  review  matters  leading  up  to  the  subject 
of  medieval  history,  and  the  text  books  are  generally  planned 
accordingly;  these  matters  are,  therefore,  not  included  in  this 
outline. 

II.     SOCIAL  FORCES  IN  THE  NINTH  CENTURY : 
THE  CHURCH;  FEUDALISM. 

3.  The  church. 

Two-fold  task:  religious,  governmental;  the  church  as  an  inter- 
national state. 

Clergy  and  laity:  duties  and  privileges. 

Jurisdiction  and  penalties:   penance,  excommunication,  interdict. 
Influence  and  importance. 

4.  The  beginnings  of  feudalism. 

State  of  society  in  the  eighth  and  ninth  centuries. 

Feudalism  as  a  stage  in  social  development;  Japanese  feudalism 
as  illustration. 

Elements:  fief,  vassalage,  jurisdiction. 

Lords  and  vassals:  powers  and  obligations. 

Results  of  the  feudalizing  process  in  France:  the  great  fiefs. 

Results  in  Germany:  the  stem-duchies  (not  wholly  a  feudal  re- 
sult). 


45 

Feudalism  and  the  church:  the  prelates  and  the  great  domains. 
Lack  of  system  in  the  feudal  world. 

COLLATERAL  READING. 

Emerton,  Introduction,  ch.  xv. 

Seignobos,  Mediaeval  and  Modern  Civilization,  63-85  (feudalism). 
West,  Modern  History,  22-38  (feudalism). 
»  Munro,  Middle  Ages,  ch.  ii  (the  church). 
Munro  and  Sellery,  Mediaeval  Civilization,  168-187,  199-201. 
Robinson,  Western  Europe,  ch  ix. 
Seignobos,  Feudal  Regime  (Dow's  translation). 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Military  importance  of  feudalism.     Ogg,  223-224. 

b.  Social  importance  of  feudalism. 

c.  The  king's  revenues  under  feudalism. 

d.  The  "truce  of  God."     Ogg.    Robinson. 

e.  Rights  of  the  lord.     Ogg. 

f.  Ceremonies  of  homage  and  fealty.     Ogg. 

g.  Influence  of  Norse  and  Magyar  invasions  on  the  spread  of 
feudalism. 

h.     Feudal  justice.     Emerton, 


LMARK. 


It  has  been  thought  best  to  introduce  a  discussion  of  the  church 
at  this  point  as  the  history  of  the  eleventh  and  twelfth  cen- 
turies involves  church  matters  that  must  be  understood  be- 
fore the  pupil  reaches  that  point. 


[II.     GERMANY  AND  THE  EMPIRE.    887-1122. 

5.  The  German  kings  and  the  imperial  title. 

The  kings  and  the  stem  duchies  (Henry  I). 
Otto  I  and  the  imperial  crown:  coronation,  962. 
Foreign  policy:   Poland  and  Burgundy. 

6.  Reforming  movements  in  the  church. 

Papacy  in  the  tenth  century:  moral  decline. 
Monastic  reforms:     Cluny. 

The  problem  of  papal  elections:  college  of  cardinals. 
Hildebrand:   reformer  and  pope. 

The  investiture  strife. 

Policy  of  Henry  III:   church  reform  but  imperial  control. 
The  investiture  difficulty:   peculiar  position  of  the  German  bish 
ops — secular  and  ecclesiastical  duties. 


46 

Henry  IV  and  Gregory  VII:  Canossa,  1077. 
Concordat  of  Worms,  1122. 

COLLATEBAL   READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  104-109   (papacy). 

Emerton,  Mediaeval  Europe    (long  account). 

Robinson,  Western  Europe,  148-172     (excellent  account). 

Ogg,  Source  Book,  ch.  xvi  (investiture  strife). 

Robinson,  Readings,  ch.  xiii  (much  excellent  illustrative  mater- 
ial). 

Munro,  Middle  Ages,  ch.  xii  (excellent  brief  account  of  the  new 
monastic  orders). 

TOPICS  FOB  PAPEBS  OB  REPOBTS. 

a.  Cluny.     Ogg. 

b.  Clairvaux. 

c.  The  Dictatus.     Ogg.    Robinson.    Emerton. 

d.  Early  life   of   Hildebrand.       Stephens,     Hildebrand.    Barry, 
Papal  Monarchy. 

e.  Who  really  won  at  Canossa?       Compare    the     views  of  his- 

torians. 

f.  Saint  Bernard. 

MAP  WOBK. 

The  mediaeval  empire:  map  showing  the  boundaries  at  the  death 
Otto  I  and  also  during  the  reign  of  Henry  III  (additions). 

IV.  THE  EMPIRE  UNDEK  THE  HOHENSTAUFENS. 

8.  State  of  the  Empire  in  the  twelfth  century. 

Germany:     Guelfs  and  Ghibellines;  civil  strife. 

Italy:  the  communes;  civic  independence. 

Frontier:  eastward  expansion  of  Germany;  Baltic  shores;  Silesia; 

Danube  valley. 
Study  of  civil  and  canon  law. 

9.  Frederick  I,  Barbarossa,  1152-1190. 

Struggle  with  the  Lombard  cities;  decrees  of  Roncaglia. 

Struggle  with  the  papacy:  Alexander. 

The  Lombard  League;  Frederick's  defeat  at  Legnano,  1176. 

10.  Innocent  III,  1198-1216. 

Power  of  the  papacy  in  Italy. 

Power  of  the  papacy  in  Europe:  vassaj  states: 

Innocent  and  John  of  England;  Magna  Carta: 

Victory  over  Philip  II  of  France: 

The  pope  as  suzerain  of  the  Empire: 


47 

11.     Frederick  II ;  fall  of  the  dynasty. 

Acquisition  of  Sicily  (Henry  VI) 

Frederick  and  the  papacy:   crusade;   excommunication. 

Reforms  of  Frederick. 

Defeat  and  death  of  Frederick;  passing  of  imperial  power;  1250. 

COLLATERAL  READING. 

Emerton,  Mediaeval  Europe,  282-292,  298-316,  343-356. 
Harding,  Mediaeval  and  Modern  History.  145-170. 
Henderson,  Short  History  of  Germany. 

See  also  Balzani,  The  Popes  and  the  Hohenstaufen,     or    Barry, 
The  Papal  Monarchy  (preferable). 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Personality  of  Frederick  II. 

b.  An  interdict.     Ogg,  380-383. 

c.  Italian  cities.    Robinson,  Readings,  I,  302-306. 

d.  Arnold  of  Brescia. 

e.  German   colonization.     Seigno'bos,   160-163.    Ogg,   330-333. 


REMARK. 


It  should  be  made  clear  to  the  class  that  tne  struggle  between 
the  popes  and  the  Hohenstaufens  was  totally  different  in 
principle  from  that  begun  by  Gregory  VII;  the  earlier  con- 
flict was  fundamentally  an  ecclesiastical  matter;  the  latter 
was  a  matter  of  politics. 


FRANCE  AND  ENGLAND  IN  THE  MIDDLE  AGES. 

12.     The  earlier  Capetians. 

Feudal  geography:  the  great  fiefs. 

Disputed  succession,  887-987;  election  of  Hugh  Capet. 

Capetian  rule,  987-1180. 

The  Norman  conquest  of  England. 

The  Anglo-Saxon  monarchy:   strength  and  weakness. 
Northmen  in  France  and  England;     Normandy,  Danelaw. 
Invasion  of  England,  1066;  Hastings;  Norman  rule. 

The  Angevin  dynasty  and  the  later  Capetians. 

Position  of  the  Angevins  in  Europe. 

Decline  of  Angevin  power  under  John:  loss  of  Normandy;  Magna 
Carta,  1215. 

Constitutional  progress  in  France  and  England:  Henry  II,  Phil- 
ip Augustus,  Saint  Louis. 


48 

Quarrel  with  the  papacy:  Philip  the  Fair,  Boniface  VIII,  Edward 
I. 


COLLATERAL  READING. 


Seignobos,  Mediaeval  and  Modern  Civilization,   120-125,   147-159, 

173-178. 

Ogg,  Source  Book,  ch.  xiv  (Norman  conquest). 
Adams,  Growth  of  the  French  Nation,  chs.  vi,  vii. 
West,  Modern  History,  132-151   (England),  163-168   (France). 
Munro,  Middle  Ages,  chs.  vii,  viii,  xviii,  xix. 
See  also  Emerton,  Mediaeval  Europe,  and  Stubbs,     Early  Plan- 

tagenets. 

MAP  WORK. 

Map  of  the  Angevin  possessions  on  the  continent  at  the  begin- 
ning and  at  the  close  of  the  reign  of  John. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Alfred.    Ogg.    Robinson. 

b.  Winning  of  the  Great  Charter.     Ogg.    Robinson. 

c.  William  the  Conqueror.     Ogg.    Robinson. 

d.  How  Philip  Augustus  increased  his  domains.     Robinson. 

e.  Philip  Augustus  and  the  pope.     Mutton,     Philip     Augustus. 
Adams. 

f.  Saint  Louis.     Munro  and  Sellery,    Mediaeval  Civilization.  Ogg. 


VI.     THE  EAST  AND  THE  CRUSADES.     1096-1291. 

15.  The  Mohammedan  world. 

Saracen  civilization:     Cordova,  Bagdad. 
Disintegration;  the  Christian  advance.     . 
The  Seljuk  Turks. 

16.  The  Eastern  Empire. 

Importance  in  European  history:     as  ajuififec-state ;  as_a_i;Jbat«!- 

ing_j)gent. — especially  among  Slavic  peoples. 

Position  of  Constantinople:  military  and  commercial  advantages. 
Enemies  of  the  empire:  Slavs,  Saracens,  Bulgars,  Turks. 

17.  The  first  crusade. 

Cause:  the  eastern  situation. 

Council  of  Clermont,  1095;  Urban  II. 

The  muster  and  the  march:  the  leaders. 

Latin  kingdom  of  Jerusalem;  other  Syrian  states. 


49 

18.  The  later  crusades. 

Preaching  of  Saint  Bernard:   second  crusade. 
Monastic   orders   of   knighthood:      Templars,   Hospitallers,    Teu- 
tonic. 

Fall  of  Jerusalem,  1087:   third  crusade;    Saladin,  Richard. 
Fourth  crusade:     Latin  Empire  of  Constantinople. 
Minor  crusades;   results  of  the  movement. 

COLLATEBAL   READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  ch.  viii. 
Emerton,  Mediaeval  Europe,  358-397. 
Ogg,  Source  Book,  ch.  xvii. 
Munro,  Middle  Ages,  chs.  x,  xi. 
Archer  and  Kingsford,  Crusades  (for  details). 
See  also,  Cunningham,  Western  Civilization   (effects  of  the  cru- 
sades) and  Pears,  Fall  of  Constantinople  (fourth  crusade). 

MAP  WOBK. 

The  crusades:  map  showing  the  location  of  the  points  mentioned 
in  the  text  book  account  of  the  crusades. 

TOPICS  FOB  PAPEBS  OB  REPOBTS. 

a.  Saracen  life  as  illustrated  by  the  Arabian  Nights. 

b.  Constantinople  in  the  middle  ages. 

c.  Character  of  Richard  as  portrayed  in  the  Talisman  (Scott). 

d.  Knights  Templar.    Archer  and  Kingsford. 

e.  The  children's  crusade. 

f.  Why  the  crusades  failed. 
REMARKS. 

Emphasis  should  be  placed  on  the  importance  of  the  Byaantin* 
Empire  and  on  the  civilizing  influence  of  the  Saracens  rather 
than  on  the  details  of  the  crusading  movement.  Western 
conditions  working  as  causes  (papal  influence  and  power, 
pilgrimages,  feudal  society,  etc.)  should  be  carefully  studied. 

VII.     THE  CHURCH  IN  THE  THIRTEENTH  CENTURY 

19.  Organization  and  government. 

The  hierarchy:  pope,  cardinals,  archbishops,  bishops,  priests,  dea- 
cons.    (Secular  clergy). 
The  regular  clergy:  priors  and  abbots. 
Territorial  phase:   provinces,  dioceses,  parishes. 
Judicial  organization:   courts  and  canon  law;  archdeacon's  offles.. 
Revenues:  Peter's  pence;  tithes;  rents;  etc. 
The  position  of  the  pope  in  Christendom. 


50 

20.  Heresies. 

Evils  in  the  church:   character  of  the  clergy;   simony. 
Albigenses:     Albigensian  crusade,  1208. 
Waldenses:     locality,  doctrines. 

21.  The  friars. 

Saint  Francis  of  Assisi:  career;  Franciscan  order. 
Saint  Dominic:     Dominicans — doctrinal  leadership. 
Later  history  of  these  orders. 

COLLATEBAL   READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  66-104. 

Jessopp,  Coming  of  the  Friars,  1-52  (best  brief  account). 

Ogg,  Source  Book,  362-379  (Saint  Francis). 

Emerton,  Mediaeval  Europe,  541-581. 

Robinson,  Western  Europe,  chs.  xvi  and  xvii   (excellent). 

TOIPCS  FOB  PAPEBS  OB  REPOBTS.     Robinson,    Readings. 

a.  Benefit  of  clergy. 

b.  Church  revenues. 

c.  Illustrations  of  clerical  corruption. 

d.  Waldenses   and   Albigenses:    contemporary   accounts. 

e.  Attitude  of  the  people  toward  the  friars. 

f.  Duties  and  powers  of  a  medieval  bishop. 

g.  Preaching  in  the  middle  ages. 

h.     Character  of  Saint  Francis.     Little  Flowers  of  Saint  Francis. 

VIII.     LIFE  OF  THE  PEOPLE  IN  THE  LATER 
MIDDLE  AGES. 

22.  The  nobility :  life  in  the  castle. 

The  castle:   position,  purposes,  construction. 
Knights  and  ladies:     occupations. 
Chivalry:  ideals,  ceremonies,  realities. 
Amusements:     tournaments,  minstrelsy. 

23.  The  burghers:  town  life. 

Rise  of  the  towns:  communes,  charters. 
Trade  and  commerce:  the  gilds. 
Externals  of  a  town:  wall,  town  hall,  streets. 
Diversions  of  town  life:  mystery  plays. 

:24.     The  peasantry :  village  life. 

The  manorial  system:    the  three  fields;    strip  system. 
The  serfs:  rights  and  obligations. 


51 

Externals  of  a  medieval  village. 
COLLATERAL  READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  164-172  (cities). 

Emerton,  Mediaeval  Europe,  509-540. 

Jessopp,  Coming  of  the  Friars,  ch.  ii  (village  life). 

Munro,  Middle  Ages,  chs.  xiii-xiv  (life  of  nobility). 

Robinson,  Western  Europe,  ch.  xviii  (excellent). 

Harding,  Mediaeval  and  Modern  Europe,  ch  xi. 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Medieval  warfare:     weapons  and  engines.     Oman,  Art  of  War. 

b.  Tournament   at   Ashby:    make   a   plan   of   the     lists.     Scott, 
Ivanhoe. 

c.  Marco  Polo.    See  Polo's  own  account. 

d.  Commodities  of  medieval  commerce;    the  trade  in  fish  and 
furs. 

e.  Travel  in  the  middle  ages.     Jusserand,     English     Wayfaring 

Life. 

f.  A  manor.     Robinson,  Readings. 

g.  German  life  in  the  thirteenth  century.    Robinson,  Readings 
416-425. 

h.    Plan  of  a  castle. 

MAP  WORK. 

Medieval  cities:  map  showing  the  location  of  the  cities  men- 
tioned in  the  text  book  in  connection  with  medieval  com- 
merce. 


IX.     MEDIEVAL  CULTURE. 

25.  Language  and  literature. 

Languages:     Latin,  Romance,  Germanic. 
Romances  and  fables. 
Troubadours  and  minnesingers. 
The  making  of  books. 

26.  Art  and  architecture. 

Painting:    illumination. 

Styles  of  architecture:     Romanesque,  Gothic. 

The  cathedral;  the  town  hall. 

27.  Schools  and  universities. 

Cathedral  schools  and  monastic  schools. 
Courses  of  study:  trivium,  quadrivium. 


52 

The  great  universities:     Salerno,  Bologna,  Paris,  Oxford;   later 

institutions. 

University  studies:  arts,  theology,  law,  medicine. 
Scholasticism:  nominalism,  realism. 
Abelard;  the  schools  at  Paris. 

COLLATERAL  READING. 

Emerton,  Mediaeval  Europe,  465-476. 

Ogg,  Source  Book,  340-350  (universities). 

Robinson,  Western  Europe,  ch.  xix. 

Munro,  Middle  Ages,  ch.  xv  (schools  and  universities). 

West,  Modern  History,  193-207,  210-214. 

McCabe,  Abelard. 

MAP  WOBK. 

University  towns:  map  showing  the  location  of  the  principal  cen- 
ters of  learning  at  the  close  of  the  middle  ages.    Harding,  93. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Student  life  as  illustrated  by  student  songs.    Ogg. 

b.  Abelard  as  a  teacher.    McCabe. 

c.  Ideas  of  Roger  Bacon.    Robinson. 

d.  Medieval  popular  science.    Robinson. 

e.  Student  life  as  illustrated  by  student  letters.    Am.  Hist.  Rev., 
Jan.,  1894;  Oct.,  1904. 

f.  The  story  of  Roland. 

g.  The  Arthurian  legend.    Compare  Tennyson,  Idylls  of  the  King. 
h.    What  was  "commencement"  at  a  medieval  university? 

i.  Town  and  gown  riots. 

j.  Irnerius  and  the  revival  of  law. 

k.  Origin  of  university  degrees. 

1.  The  medieval  Latin  Quarter  in  Paris.    McCabe. 

X.     THE  HUNDRED  YEARS'  WAR. 

28.  Edward  I  and  the  "British  idea." 

Conquest  of  Wales. 

Struggle  with  Scotland:     Wallace,  Bruce;   Bannockburn,  1314. 

29.  The  war  for  France,  1337-1453. 

Causes:   commercial,  political,  dynastic. 

First  period:    leading  events — Sluys,   Crecy,   Poitiers;    treaty  of 

Bretigny,  1360. 
The  black  death,  1348-1349. 
Renewal  of  the  war:     Agincourt,  1415. 
Expulsion  of  the  English:     Joan  of  Arc,  1429-1431. 


53 

30.     France  and  England  after  the  war. 

War  of  the  Roses:     Tudor  dynasty;  absolutism. 
Work  of  Louis  XI  in  France:  progress  toward  absolutism. 
Burgundy  and  the  Netherlands:     Charles  the  Bold;  Mary  of  Bur- 
gundy. 

COLLATERAL  READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  ch.  xiv. 

Adams,  Growth  of  the  French  Nation,  ch  ix. 

Robinson,  Western  Europe,  ch.  xx. 

Robinson,  Readings,  ch.  xxx  (especially  pp.  466-473,  481-485). 

See  also  English  history  text  books:  hundred  years'  war. 

MAP  WOBK. 

Hundred  years'  war:   locate  on  outline  map  all  the  places  men 
tioned  in  the  text  book  in  connection  with  the  war  in  France 

TOPICS  FOB  PAPEBS  OB  REPOBTS. 

a.  Edward's  claim  to  the  French  crown. 

b.  Joan  of  Arc.    Lowell,    Joan  of  Arc. 

c.  Bertrand    du   Guesclin.    Cf.     Conan    Doyle,    White   Company 

(novel). 

d.  Crecy. 

e.  Devastation  wrought  by  the  war.    Robinson, 
t.    The  great  pestilence. 

g.    Character  of  Louis  XI  as  portrayed  in  Scott's  Quentin  Dur 

ward. 
h.     Unhistorical  episodes  in  Schiller's  Maid  of  Orleans. 

i.    Career  of  Wallace  as  told  by  Jane  Porter  (Scottish  Chiefs). 


XL     THE  DECLINE  OF  PAPAL  AUTHORITY. 

31.  The  Babylonish  captivity  and  the  great  schism. 

The  Avignon  popes,  1305-1377:     French  influence. 
Anti-papal  legislation  in  England;  Wycliffe  and  the  Lollards. 
Return  of  papacy  to  Rome:     the  great  schism,  1378-1418. 

32.  The  conciliar  movement. 

Theory   of   conciliar   authority;    influence   of   the   University  o 

Paris. 

Council  of  Pisa,  1409. 

Council  of  Constance,  1414-1418:     its  three  objects;   Huss. 
Failure  of  the  conciliar  movement;   causes. 
Reaction  in  favor  of  papacy  (after  1450). 


54 


COLLATEBAL  READING. 


Seignobos,  Mediaeval  and  Modern  Civilization,  204-209. 
Henderson,  Short  History  of  Germany,  I,  203-227. 
Robinson,  Western  Europe,  ch.  xxi. 
Harding,  Mediaeval  and  Modern  History,  264-272. 

TOPICS  FOB  PAPEBS  OB  REPOBTS. 

a.  The  intellectual  kinship  between  Wycliffe  and  Huss. 

b.  Pragmatic  Sanction  of  Bourges.     Ogg. 

c.  Trial  and  death  of  Huss. 

d.  Personnel  and  proceedings  of  the  council  of  Constance. 

REMARK. 

The  fact  that  the  hundred  years'  war  was  going  on  during  most 
of  this  period  must  not  be  forgotten.  English  and  German 
nationalism  rebelling  against  a  French  papacy  is  a  matter  to 
be  emphasized  strongly. 

XII.      THE  KENAISSANCE.    1300-1500. 

33.  Italy  in  the  fourteenth  and  fifteenth  centuries. 

The  great  cities  of  the  north:     Florence,  Genoa,  Milan,  Venice. 
The  papal  monarchy;  papal  ambitions  in  Italy. 
The  two  Sicilies. 

34.  The  beginning  of  the  renaissance. 

Intellectual  movements  of  the  twelfth  and  thirteenth  centuries 

(review). 

Italian  literature:     Dante,  Petrarch,  Boccaccio. 
Revival  of  Classic  learning:     Greek  teachers. 

35.  Italian  art. 

Earlier  art. 

The  great  painters:     Giotto  and  his  successors. 
The  great  sculptors. 
The  great  architects. 

Culmination  of  Italian  art:  Da  Vinci,  Michael  Angelo,  Raphael, 
Titian. 

36.  Inventions  and  discoveries. 

Geographical  knowledge  in  the  middle  ages. 

Portuguese  discoveries:     Henry  the  Navigator;     Vasco  da  Gama. 
Spanish  discoveries:     Columbus. 

Inventions:  printing  press;  fire  arms;  their  effect  on  the  move- 
ments of  the  time. 


55 

COLLATEBAL  READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  chs.  xvii,  xix. 
Robinson,  Western  Europe,  ch.  xxii. 
Ogg,  Source  Book,  ch.  xxvi. 

See  also  Robinson  and  Rolfe,  Petrarch,  and  Symonds,  Short  His- 
tory of  the  Renaissance. 

TOPICS  FOB  PAPEES  OE  REPOBTS. 

a.  The  condottieri. 

b.  Career  of  Dante. 

c.  The  search  for  manuscripts. 

d.  Michael  Angelo  as  an  architect. 

e.  Macchiavelli's  advice  to  despots. 

f.  Nicholas  V. 

g.  Who  invented  printing? 

h.     Dante's  views  on  papal  and  imperial  authority. 
i.     Dante's  defence  of  Italian  as  against  Latin, 
j.     On  what  does  the  fame  of  Petrarch  rest? 
k.    Copernicus. 

1.  A  list  of  all  the  great  men  of  Europe  who  were  living  about 
1500. 

REMABK. 

A  great  deal  of  excellent  illustrative  material  for  this  group  can 
be  found  in  Robison's  Readings;  pictures  may  also  be  used 
to  good  advantage. 

XIII.     EUKOPE  AT  THE  CLOSE  OF  THE  FIFTEENTH 

CENTURY. 

37.  Political  situation :  factors. 

The  new  kingdom  of  Spain:  formation,  organization,  resources. 

Rivalry  between  the  French  and  Austrian  dynasties. 

The  Italian  problem:    ambitions  of  Spain,     France,  Venice,  the 

emperor,  the  pope;  diplomatic  intrigue;  warfare. 
Weakness  of  the  Empire:  the  Germanics;   organization. 
The  Turks  in  Europe:  the  end  of  the  Byzantine  Empire,  1453. 
Tendency  toward  absolute  monarchy. 
New  methods  of  warfare:  fire  arms. 

38.  Intellectual  conditions. 

Humanism  in  Germany  and  England:     Erasmus. 
Demand  for  educational  and  religious  reform:     Oxford  reform- 
ers. 

The  deepening  interest  in  religious  matters. 
Dissatisfaction  with  church  and  clergy;   popes  and  humanism. 


56 

Church  reforms  in  Spain:     Ximenes;  the  inquisition. 
Invention  of  printing;   multiplication  of  books. 

COLLATERAL  READING. 

Seignobos,  Mediaeval  and  Modern   Civilization,   192-204,   211-231, 

253-260. 

Seebohm,  Era  of  the  Protestant  Revolution,  21-55. 
Robinson,  Western  Europe,  chs.  xxiii,  xxiv. 
Whitcomb,  Modern  Europe,  ch.  i. 
Emerton,  Desiderius  Erasmus    (for  intellectual   conditions). 

TOPICS  FOB  PAPEES  OB  REPOBTS. 

a.  Erasmus'  criticism  of  the  church;  Praise  of  Folly. 

b.  Letters  of  Obscure  Men;  character  of  contents. 

c.  Isabella. 

d.  Reuchlin  and  his  quarrel  with  the  theologians. 

e.  A  list  of  the  more  prominent  humanists  about  1500. 

f.  Alzog's  opinion  of  the  popes  of  the  closing  century. 

g.  Taking  of  Constantinople, 
h.  Chevalier  Bayard. 

XIV.     THE  PROTESTANT  EEVOLT  IN  GERMANY. 

1517-1555. 

39.  The  revolt  of  Martin  Luther. 

Martin  Luther:     early  life  and  career;  personality. 

Religious  grievances  of  the  German  people. 

Tetzel  and  the  sale  of  indulgences;  the  95  theses,  1517. 

Spread  of  the  movement:   attitude  of  the  humanists;   debate  at 

Leipzic;  Luther  excommunicated;  burning  of  the  bull,  1520. 
Diet  of  Worms;  edict  of  Worms,  1521. 

40.  The  course  of  the  revolt,  1521-1525. 

Luther  at  Wartburg;  the  German  Bible. 

Extremists  at  Wittenberg — Carlstadt;    return  of  Luther. 

Revolt  of  the  knights:     von  Sickingen,  von  Hutten. 

41.  The  princes  and  the  Lutheran  movement. 

Attitude  of  Charles  V. 

First  diet  of  Speyer,  1526:  the  princes  to  determine  the  faith  of 

their  subjects. 

Second  diet  of  Speyer:  the  Protestants. 

Diet  of  Augsburg:     the  Lutheran  Confession;    Melanchthon. 
The  Schmalkaldic  War. 
Religious  peace  of  Augsburg,  1555. 


57 


COLLATERAL  READING. 


Seignobos,  Mediaeval  and  Modern  Civilization,  ch.  xx. 

Robinson,  Western  Europe,  ens.  xxv,  xxvi. 

Robinson,  Readings,  ens.  xxv,  xxvi. 

Seebohm,  Era  of   the  Protestant  Revolution,   94-148  (    especially 

125-148). 
See  also  Alzog,  Church  History,  III  (Roman  Catholic  view  point), 

Henderson,  Short  History  of  Germany.    Walker,  Reformation, 

and  some  standard  biography  of  Luther — those  of  Jacobs  and 

Beard  are  both  excellent. 


MAP  WOEK.    Career  of  Luther:  map  showing  all  the  places  mentioned  in 
the  text  book  account  of  Luther's  life  and  work. 

TOPICS  FOB  PAPEES  OB  REPOBTS. 

a.  Indulgences.    Gibbon,  Faith  of  Our  Fathers,  ch.  xxvii. 

b.  The  Praise  of  Folly. 

c.  von  Hutten.    Henderson,    Robinson.    Readings. 

d.  Luther  and  the  Peasants'  War. 

e.  Luther  at  Wartburg. 

f.  Luther's  marriage;  his  family. 

g.  Melanchthon's  part  in  the  revolt, 
h.  Erasmus  and  Luther. 

i.    Reformers  before  Luther. 

j.     How  the  Turkish  peril  affected  the  Lutheran  revolt. 

XV.  THE  PROTESTANT  REVOLT  IN  OTHER  LANDS, 
AND  THE  CATHOLIC  REFORMATION. 


42.  The  revolt  in  Switzerland. 

The  Swiss  Confederation:  origin,  composition. 

Zwingli:     early  career,  reforms,  controversy  with  Luther. 

Calvin:     development  and  spread  of  Presbyterianism. 

43.  The  revolt  in  England. 

Intellectual  tendencies  at  the  opening  of  the  century:  Oxford  re- 
formers. 

International  situation:     Wolsey  and  the  balance  of  power. 

Establishment  of  Anglican  independence  of  Rome  under  Henry 
VIII:  divorce;  royal  supremacy;  dissolution  of  the  monas- 
teries; doctrinal  situation,  1547. 

Introduction  of  Protestant  doctrine  under  Edward  VI:  the  Thirty- 
nine  Articles;  the  Prayer  Book;  1547-1553. 


58 

Reaction  under  Mary:     methods  and  extent  of  restoration;    re- 

sults of  Mary's  policy,  1553-1558. 
Accession  of  Elizabeth:  final  establishment  of  Protestantism. 

44.  The  Catholic  Eeformation  (Counter  Reform),  1534-1563 

Earlier  attempts  at  reform:     Ximenes  in  Spain;  Adrian  VI  (1522- 

1523). 
Extent  of  the  revolt  in  1540:     Germany,  Scandinavia,  England, 

Netherlands,  neighboring  regions. 

Loyola  and  the  Jesuit  order:   aims  and  methods;   1540. 
Council  of  Trent,  1545-1563:  work  and  results. 
The  Inquisition  and  the  Index. 

COLLATERAL  READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  ch.  xxi. 

Seebohm,  Era  of  the  Protestant  Revolution,     159-162;      193-208. 

(Ch.  ii  contains  an  extended  account  of  the  revolt  in  Eng- 

land.   Part  iii). 

Robinson,  Western  Europe,  420-444. 
Robinson,  Readings,  II,  135-144,  149-152. 
For  more  detailed  accounts  see  Fisher,  Reformation,  137-156,  192- 

225;  Walker,  Reformation;  Alzog,  Universal  Church  History* 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  Death  of  Zwingli. 

b.  Calvin  and  Servetus.     Fisher.     Walker. 

c.  How  Calvinism  came  into  Britain. 

d.  Caraffa  (Paul  IV). 

e.  Loyola. 

f.  The  Jesuits  in  America. 

g.  The  Jesuit  order  at  the  present  time. 
h.  The  revolt  in  Sweden  and  Denmark.   * 

XVI.     THE  WARS  OF  RELIGION. 

45.  The  Huguenot  wars  in  France. 

The  Huguenot     movement.     Lefdvre,     persecution,     increase     in 

strength  during  the  reign  of  Henry  II. 
Catherine  de  Medici  and  her  sons:   civil  war;  massacre  of  Saint 

Bartholomew,  1572. 

War  of  the  Three  Henrys:     Henry  IV  victorious;  Ivry,  1589. 
Abjuration  of  Henry;  the 


National  progress:  policies  of  Henry  IV  and  Sully. 

46.     The  revolt  of  the  Netherlands,  1566-1609. 

Netherlands:   territorial,  economic,  and  political  aspects. 


59 

Rule  of  Charles  V:     spread  of  Calvinism;  policy  of  Charles. 
Philip  II:     plans  for  the  extirpation  of  heresy. 
The  Dutch  revolt:   sources  of  discontent — political,  economic,  re- 
ligious. 
William  of  Orange  and  the  fight  for  independence. 

47.     The  Thirty  Years'  War. 

Causes:  Catholic  aggressiveness;  inadequacy  of  the  peace  of 
Augsburg. 

Formation  of  parties:  Protestant  Union;  Catholic  League;  1608- 
1609. 

Rising  in  Bohemia:  the  "winter  king";  1618. 

Danish  period:  Christian  IVjie^lfil^  Edict  of  Restitution, 
1629. 

Swedish  period:     victories  of  Gustavus  Adolphus;   1630-1635. 

Career  of  Wallenstein:  military  and  political  leadership,  dis- 
missal, recall,  assassination. 

Swedish-French  alliance:     Oxenstiern,  Richelieu;   results. 

Treaty  of  Westphalia:  history  and  terms;  1648. 

Results  of  the  war  for  Germany:  economic,  political. 

COLLATERAL  READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  ch.  xxii. 
Adams,  Growth  of  the  French  Nation,  160-188. 
Henderson,  Short  History  of  Germany,  chs.  xvii-xviii. 
Robinson,  Western  Europe,  444-474. 
Harrison,  William  the  Silent. 
Gardiner,  Thirty  Years'  War. 

MAP  WORK. 

Career  of  Gustavus  Adolphus:  the  places  mentioned  in  connec- 
tion with  his  operations  in  Germany;  also  his  line  of  march. 
For  a  useful  map  see  Harding,  Mediaeval  and  Modern  His- 
tory, 338. 

TOPICS  FOR  PAPERS  OR  REPORTS. 


a.  Catherine  de  Medici:  character  and  policy. 

b.  Coligny. 

c.  Political  ambitions  of  the  Hugenots:    did  they  wish  to  dis- 

member France? 

d.  Destruction  of  the  Spanish  Armada  as  described  in  Kingsley's 
Westward  Ho! 

e.  Tilly's  responsibility  for  the  sack  of  Magdeburg. 

f.  Elizabeth's  character  and  tastes.    Robinson. 

g.  What  was  going  on  in  America     during  the  Thirty  Years' 
War? 


60 

XVII.     THE   STRUGGLE   FOB  CONSTITUTIONAL 
GOVERNMENT  IN  ENGLAND. 

48.  The  Stuart  monarchy,  1603-1642. 

James  I  and  the  "divine  right  of  kings". 
Charles  I:     character;  opinions;   quarrel  with  Parliament. 
The  attempt  at  personal  monarchy,  1629-1640:  Laud,  Strafford. 
The  Long  Parliament:   battle  for  supremacy. 

49.  The  Puritan  revolution,  1642-1660. 

First  Civil  War:     Cromwell  and  the  New  Model  army. 
Second  Civil  War:  trial  and  execution  of  the  king. 
Commonwealth  and  Protectorate:  policies  of  Oliver  Cromwell. 
Fall  of  the  republic,  1660:  causes, 

50.  The  restored  Stuarts,  1660-1688. 

Restoration  of  monarchy,  parliament,  and  Anglicanism:   Claren 

don. 
Domestic  policies  of  Charles  II:     the  church;   the  prerogative; 

the  succession. 
Foreign  policy  of  Charles   II:      the   Dutch  War;    alliance  witl 

Louis  XIV. 
James  II:     Revolution  of  1688. 

COLLATERAL  READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  387-399. 
Robinson,  Western  Europe,  ch.  xxx. 

Robinson,  Readings,  ch.  xxx  (especially  pp.  225-233,  251-256). 
See  also  the  various  text  books  in  English  history:     Cheyney,  An 
drews,  Walker,  or  Wrong — chapters  on  the  Stuart  period. 

TOPICS  FOB  PAPEBS  OB  REPOBTS. 

a.  The  gunpowder  plot. 

b.  Why  England  took  no  part  in  the  Thirty  Years'  War. 

c.  Developments  in  America  during  the  reign     of     James     I 
Dutch,  French,  English. 

d.  Developments  in  America  during  the  reign  of  Charles  I. 

e.  Attitude  of  Massachusetts  toward  the  plans  of  Laud. 

f.  The  great  plague  and  the  great  London  fire.     Defoe's  Plague 

g.  Clarendon's  estimate  of  Cromwell.    Robinson. 
h.     Wentworth  in  Ireland. 

i.     Sir  Henry  Vane. 

j.    Prince  Rupert. 

k.    Milton  as  an  officer  of  state. 


61 
XVIII.     THE  AGE  OF  LOUIS  XIV. 

51.  France  under  Richelieu  and  Mazarin. 

Domestic  policies  of  Richelieu:     Huguenots,  the  nobility. 
Foreign  policies  of  Richelieu:  Thirty  Years'  War. 
Mazarin  and  the  Fronde. 

52.  Louis  XIV,  1643-1715;  domestic  rule. 

King  and  court:     Versailles;   influence  on  Europe  of  Louis'  life 

and  ideas. 
Art   and   literature:      Moliere,    Corneille,    Saint   Simon;    French 

Academy. 
Reforms  of  Colbert:     encouragement  of  industry,  commerce,  and 

colonization;   evil  effects  of  his  system. 
Revocation  of  the  Edict  of_Nantes :  results. 

53.  The  wars  of  Louis  XIV. 

The  desire  for  natural  boundaries. 

War  of  Devolution:  war  for  the  Spanish  Netherlands,  1667-1668. 

War  against  the  Dutch,  1672-1678:  causes;  leadership  of  William 

of  Orange ;  what  Louis  gained. 
War  of  the  Palatinate,  1689-1697:  annexations  on  the  Rhine;  the 

coalition;  results. 
War  of  the  Spanish  Succession:  problem  involved;  Marlborough; 

outcome — treaty  of  Utrecht. 
Condition  of  France  in  1715:    exhaustion. 

COLLATERAL  READING. 

Seignobos,  Mediaeval  and  Modern  Civilization,  345-368  (absolut- 
ism), 406-433  (France  in  the  seventeenth  century). 

Adams,  Growth  of  the  French  Nation,  202-233. 

Robinson  and  Beard,  Development  of  Modern  Europe,  I,  chs.  i-iii. 

Harding,  Mediaeval  and  Modern  Europe,  ch.  xx 

See  also  Perkins,  France  under  the  Regency,  and  Hassall,  Louis 
XIV. 

TOPICS  FOB  PAPERS  OR  REPORTS. 

a.  The  French  Academy. 

b.  The  Dragonnades 

c.  Costumes  in  the  Age  of  Louis  XIV. 

d.  Louis  and  his  court.    Robinson. 

e.  Louis?  morning  reception.     Whitcomb.    Taine,      Ancient  Re- 

gime. 

f.  List  of  French  celebrities  of  the  reign  of  Louis  XIV. 

g.  The  man  in  the  iron  mask. 


62 

XIX.     NORTHERN  AND  EASTERN  EUROPE.  1648-1789. 

54.  Russia  and  Sweden. 

Medieval  Russia:  Rurik;  Tartar  invasions  and  influence;  the 
Greek  church. 

Peter  the  Great:  personality,  ambitions,  political  aims,  achieve- 
ments. 

Sweden  after  1648:  extent;  Baltic  possessions;  resources. 

Charles  XII  and  the  great  Northern  War:  Narva,  1700;  Pultowa, 
1709. 

Territorial  growth  of  Russia,  eighteenth  century:   Catherine  II. 

55.  The  rise  of  Prussia. 

The  Hohenzollern  dynasty. 

Union   of  Prussia   and   Brandenburg,   1618. 

The  Great  Elector;  treaty  of  Westphalia: ""  Pomerania. 

Kingdom  of  Prussia  proclaimed,  1701. 

Territorial  expansion  under  Frederick  II:     Silesia,  Poland. 

56.  Problems  of  eastern  Europe,  eighteenth  century. 

Turkish  advance;  Hapsburg  resistance. 
Problem  of  the  Austrian  succession:     Maria  Theresa. 
War  of  the  Austrian  Succession:  war  for  Silesia. 
Poland:     Constitutional  defects;   first  partition,  1772. 

•COLLATERAL  READING. 

Robinson  and  Beard,  Development  of  Modern  Europe,  I,  chs.  iv.-v. 

Seignobos,  Centemporary  Civilization,  ch.  i. 

Henderson,  Short  History  of  Germany,  II,  chs.  i-v. 

Motley,  Peter  the  Great  (essay). 

Macaulay,  Frederick  the  Great  (essay). 

Robinson,  Readings,  II,  302-212   (Peter);   319-327    (Frederick). 

Longman,  Frederick  the  Great  and  the  Seven  Years'  War. 

MAP  WORK,     Expansion  of  Russia  in  the  eighteenth  century. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Origin  of  the  Hohenzollern  dynasty. 

b.  Anecdotes  of  Frederick  William  I. 

c.  True  character  of  Frederick  William  I.     Henderson. 

d.  Personality  of  Frederick  the  Great. 

e.  The  Pragmatic  Sanction. 

f.  Ivan  the  Terrible.     Robinson,  Readings. 

g.  First  partition  of  Poland.    Robinson. 
h.  Charles  XII  after  Pultowa. 

i.     Travels  of  Peter  the  Great, 
j.     John  Sobieski. 


63 

XX.     THE  EXPANSION  OF  THE  BRITISH  EMPIRE. 

57.  Rivalry  of  France  and  England:  earlier  phase. 

Foreign  policy  of  William  III:  war  with  France,  1689-1697. 
Union  of  England  and  Scotland,  1707:  reign  of  Anne. 
Treaty  of  Utrecht:     territorial  increase,  1713. 

58.  Age  of  Walpole. 

Accession  of  the  Hanoverians,  1714. 
Development  of  cabinet  rule:  causes. 
Policies  of  Walpole. 

England  and  Spain:  commercial  hostility. 
England  in  the  war  of  the  Austrian  Succession. 

Age  of  Pitt  (Chatham). 

Colonial  policies  of  England,  France,  Spain,  Portugal,  and  Hol- 
land. 

England  and  France  in  America:  colonial  growth  (to  1754). 

England  and  France  in  India:     Dupleix,  Clive. 

The  Seven  Years'  War:  events  in  America  and  India;  Plassey, 
1757,  Quebec,  1759;  England  and  Frederick  II. 

Treaty  of  Paris,  1763:   territorial  increase. 

60.     The  American  Revolution,  1775-1783. 

I  Colonial  problems:  administration,  taxation,  defence. 

Quarrel  with  America,  1765-1775. 
The  American  war;  war  with  France,  Spain,  and  Holland. 
English  defeat  and  American  independence,  1783. 

COLLATERAL  READING. 

I  Robinson  and  Beard,  Development  of  Modern  Europe,  I,  chs.  vi 

(India),  vii   (America)      (especially  91-100,  111-121). 
Seignobos,  Contemporary  Civilization,  ch.  ii. 
Adams,  Growth  of  the  French  Nation,  ch.  xiv. 
.Robinson,  Readings,  ch.  xxxiii   (especially  334-351). 
Seeley,  Expansion  of  England  (a  series  of  suggestive  lectures). 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Fate  of  the  Stuarts. 

b.  Jesuits  in  America.     RoUnson. 

c.  The  stamp  act  controversy  in  England. 

d.  Discovery  of  Australia. 

e.  England  and  the  slave  trade:  the  "assisnto"  and  later. 

f.  Edmund  Burke. 

REMARK. 

At  this  point  much  use  can  be  made  of  the  text  books  in  Eng- 
lish and  in  American  history. 


64 

XXI.     THE  OLD  REGIME.     1763-1789. 

61.  The  "enlightened  despots." 

Europe  in  the  eighteenth  century:  social  and  economic  conditions. 
The  "enlightened  despots'';   their  ideas  of  a  ruler's  duty. 
Frederick  the  Great:  administrative  ideas;  reforms. 
Joseph  II  (Austrian  lands) :     projected  reforms;  reasons  for  fail- 
ure. 

Related  activities  elsewhere:  Russia,  Sweden,  Portugal,  France 
(Turgot). 

62.  Evils  of  the  old  regime:     France. 

Weakness  of  the  absolute  monarchy:  character  and  abilities  of 
the  kings. 

Feudal  survivals:  local  codes;  feudal  privileges;  absenteeism,  th& 
feudal  church. 

Economic  evils:  restrictions  on  trade  and  labor;  arbitrary  taxa- 
tion. 

Growth  of  the  spirit  of  revolution:  work  of  Voltaire,  Rousseau,, 
and  the  Encyclopedists;  resistance  of  the  parlements. 

Attempts  at  financial  reform:     Turgot,  Necker,  the  crisis. 

63.  Intellectual  movements  in  the  eighteenth  century. 

Jesuit  order:   temporary  suppression. 

Literature — novel,  drama:     Lessing,  Voltaire,  English  writers. 
Economics  and  politics:      Montesquieu,  Rousseau,   Adam   Smith, 
Encyclopedists. 

COLIATEBAL  READING. 

Robinson  and  Beard,  Development  of  Modern  Europe,  I,  chs.  viii,. 
x;  see  also  chs.  ix,  xi. 

Seignobos,  Contemporary  Civilization,  55-106. 

Adams, Growth  of  the  French  Nation,  247-272. 

Robinson,  Western  Europe,  ch.  xxxiv. 

Robinson,  Readings,  ch.  xxxiv  (very  suggestive). 

Myers,  Mediaeval  and  Modern  History,  ch.  xxxii  (Joseph  II). 

See  also,  Taine,  Ancient  Regime;  Lowell,  Eve  of  the  French  Rev- 
olution; Mathews,  French  Revolution;  MacLehose,  Last  Days 
of  the  French  Monarchy. 

TOPICS  FOB  PAPERS  OB  REPOBTS. 

a.  Society  and  life  in  Paris  under  the  old  regime.    Lowell,  ch.  xi. 

b.  Attitude  of  the  French   people   toward   Louis  XV.     Perkins, 
France  under  Louis  XV. 

c.  Origin  of  the  system  of  privilege.     Taine. 

d.  The  Diamond  Necklace. 

e.  Expulsion  of  the  Jesuits;  causes  and  process. 

f.  Marie  Antionette. 


65 

g.    Versailles. 

h.     Turgot. 

i.     Frederick  the  Great  and  Voltaire. 

XXII.     THE  FRENCH  REVOLUTION. 

64.     The  reforms  of  1789. 

Attempted  financial  reform:  Necker,  Calonne;  the  "notables", 
1787. 

Estates  General:  demand  for;  meeting;  organization,  May- June, 
1789. 

Attack  on  feudalism:  fall  of  the  Bastile;  national  guard;  aboli- 
tion of  serfdom  (August). 

Attack  on  the  church:  confiscation — "assignats";  civil  constitu- 
tion of  the  clergy;  non-jurors. 

The  limited  monarchy.     1789-1792. 

Declaration  of  the  Rights  of  Man  (August,  1789). 

New  communes;   department  system. 

Position  of  the  king:  veto  question;  the  "joyous  entry",  Oct.  6, 
1789. 

Emigration  of  the  nobles:  results  at  home  and  abroad. 

The  king's  flight  to  Varennes:  rise  of  republicanism  (June,  1791). 

The  Legislative  Assembly  (October,  1791) :  sources  of  danger — 
party  strife,  financial  troubles,  emigres,  non-jurors,  Euro- 
pean hostility. 

Interference  of  Europe — Declaration  of  Pillnitz:  results. 

66     The  first  French  republic. 

Growth  of  republican  feeling:  insurrection  of  Aug.  10,  1792. 

The  National  Convention:  republic  proclaimed,  Sept.  21,  1792. 

Trial  and  execution  of  the  king,  January,  1793. 

Spread  of  the  revolution;  war:     French  defeats. 

Committee  of  Public  Safety:     French  victories. 

Party  warfare:     Girondists,  the  "Mountain". 

Counter-revolutions:     Brittany,  La  Vendee,  Lyons. 

Reign  of  Terror:  the  guillotine  and  its  victims;  rule  and  fall  of 

Robespierre  (July  27,  1794). 
Reaction  after  the  Terror;  the  Directory. 

COLLATERAL  READING. 

Seignobos,  Contemporary  Civilization,  106-149. 

Robinson  and  Beard,  Development  of  Modern  Europe,  I,  233-264. 

Adams,  Growth  of  the  French  Nation,  273-292. 

Robinson,  Western  Europe,  chs.  xxxv-xxxvi. 

West,  Modern  History,  318-356. 


66 

See  also,  Mathews,  French  Revolution,  Morse  Stephens,  Revolu- 
tionary Europe,  and  MacLehose,  From  the  Monarchy  to  the 
Republic. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Character  and  policies  of  Mirabeau. 

b.  Attitude  of  the  English  toward  the  Devolution. 

c.  Leading  arguments  of  Burke  in  his  Reflections. 

d.  Cause  of  the  unpopularity  of  Marie  Antionette.  ( 

e.  Cause  of  the  September  Massacres. 

f.  Camille  Desmoulins  and  his  newspaper.    RoUnson. 

g.  Political  activity  of  Madame  Roland, 
h.  The  "Lion  of  Lucerne". 

i.  The  Marseilles  Hymn, 
j.  The  tennis  court  oath, 
k.  Services  of  the  revolutionary  government,  1793-1794. 

XXIII.     NAPOLEON  BONAPARTE. 

67.  General  Bonaparte. 

Early  career:  training,  revolutionary  spirit. 

Personality;  personal  traits;   source  of  power. 

First  Italian  campaign,   1796-1797;    defeat     of     Austria;    Campo 

Formio. 
War  with  England:     Egyptian  campaign,  1798-1799:  battle  of  the 

Nile;  of  the  Pyramids;  Syrian  campaign. 
Return  to  Paris:  coup  d'etat  of  the  18th  Brumaire. 

68.  Bonaparte  as  first  consul.    , 

Constitution  of  the  year  viii;  new  administrative  system. 

Second  Italian  campaign:     Marengo;  Austria  defeated. 

Pacification  of  Europe,  1801:  cession  of  Louisiana;  annexation 
of  the  Rhine  lands. 

Reorganization  of  Germany;   secularization. 

Napoleon  and  the  church;  concordat  of  1801. 

Reconstruction  of  France:  reforms,  Code  Napoleon,  public  im- 
provements. 

Napoleon  made  consul  for  life,  1802;  emperor,  1804. 

COLLATERAL  READING. 

Seignobos,  Contemporary  Civilisation,  150-152,  170-173. 
Robinson  and  Beard,  Development  of  Modern  Europe,  I,  284-315. 
Adams,  Growth  of  the  French  Nation,  292-311. 
Robinson,  Readings,  ch.  xxxvii  (interesting  source  extracts). 


67 

West,  Modern  History,  356-371. 

See  also  Morse  Stephens,  Revolutionary  Europe,  and  any  stand- 
ard biography  of  Napoleon  (Johnston's  or  Fournier>s). 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Sale  of  Louisiana. 

b.  Bonaparte's  plans  with  regard. to  the  Orient. 

c.  Bonaparte's  colonial  projects. 

d.  Bonaparte's  treatment  of  the  Italians. 

e.  Josephine  Beauharnais. 

f.  Why  England  persisted  in  fighting  Napoleon. 

lish  history. 

g.  Napoleon  as  a  Corsican. 

h.     The  Egyptian  campaign.     Fournier. 


Any  good  Eng- 


XXIV.    The  Napoleonic  Empire.    1804-1815. 

Napoleon  at  the  height  of  power. 

1805,  Austrian  campaign:     Austerlitz;    end  of  the  Holy  Roman 
Empire;  the  Austrian  Empire;  Confederation  of  the  Rhine. 

1806,  Prussian  campaign:     Jena;  results. 

1807,  Russian  -campaign:  treaty  of  Tilsit;  terms. 

Attack  on  English  commerce:  "continental  system";  dicffiulties  of 
enforcement;  effect  on  Napoleon's  alliances. 

Napoleon's  French  policy:  education;  public  works;  legion  of 
honor. 

70.     Decline  of  Napoleonic  power  ;  new  conditions  in  Europe  ; 
the  downfall. 

1808-1809,  Spanish  uprising;  guerilla  warfare;  Joseph  as  king. 

1809,  Austrian  revolt:     Wagram;  Napoleon's  second  marriage. 

1810,  extent  of  Napoleon's  empire:   elements  of     strength     and 
weakness. 

1812,  Russian  campaign:   disaster. 

1813,  rising  in  Prussia;  the  reformed  Prussia;  battle  of  Leipzic. 

1814,  Elba;  defeat,  abdication,  and  exile. 

1815,  Waterloo:     Napoleon's  return;  the  "hundred  days";  defeat. 
1815-1821,  St.  Helena:  life  of  Napoleon  in  exile. 

COLLATERAL  READING.  —  On  the  subject  of  Napoleon  the  accounts  in  the 
text  books  are  as  a  rule  quite  satisfactory.    Suitable  chapters 
for  further  reading  will     be     found     in  the  books  already 
referred  to;  see  especially  the  following: 
Seignobos,  Contemporary  Civilization,  152-169,  173-194. 
Robinson  and  Beard,  Development  of  Modern  Europe,  I,  315-341 
Adams.Growth  of  the  French  Nation,  ch.  xvii. 


68 
MAP  WORK. 

Locate  on   an   outline   map   the   principal   battles   of   Napoleon's 

campaigns.     For  a  useful  map  see  Harding,  458. 

TOPICS  FOR  PAPERS  OR  REPORTS. 

a.  Coronation  of  Napoleon. 

b.  Compare  the  empires  of  Charlemagne  and  Napoleon. 

c.  Why  the  continental  system  failed. 

d.  Napoleon  in  Russia. 

e.  Reforms  of  Stein. 

f.  How  Napoleon  spent  the  time  at  St.  Helena. 

g.  Queen  Louise. 

h.     Battle  of  Trafalgar. 

XXV.     REACTION  AND  REVOLUTION.     1815-1848. 

71.  The  reaction. 

The  Congress  of  Vienna:    settlement  of  Europe,  1815. 
Reactionary  policy  of  the  new  Concert:  Metternich. 
Progressive  forces:  democracy  and  nationalism. 
Insurrections  and  interventions:     Spain  (1820-1823),  Italy  (1820- 

1821),  Monroe  Doctrine;  Greek  war  for  independence   (1821- 

1829). 

72.  The  revolution  of  1830. 

France;   the  restored  Bourbons;   reaction  under  Charles  X. 

Revolution  of  1830  in  France:  Louis  Phillipe;  the  popular  mon- 
archy. 

Revolution  in  Belgium,  Italy,  and  Poland. 

Summary  of  results:  end  of  Bourbon  rule  in  France;  the  new  Bel- 
gian monarchy;  end  of  the  Polish  kingdom. 

73.  The  revolution  of  1848. 

The  Orleans  monarchy  in  France:  Guizot;  popular  dissatisfaction. 

Revolution  of  1848  in  France:  the  second  republic;  Socialistic  ex- 
periments; presidency  of  Louis  Napoleon  Bonaparte. 

Revolution  in  Germany,  Austria,  and  Italy. 

Summary  of  results:  the  absolutist  system  restored  but  weak- 
ened. 

COLLATERAL  READING. 

Seignobos,    Contemporary  Civilization,  194-255. 

Robinson  and  Beard,  Development  of  Modern  Europe,  II,  1-28,  53-66 
72-89. 

Judson,  Europe  in  the  Nineteenth  Century.    Part  II. 

Adams,  Growth  of  the  French  Nation,  318-326  (France:  brief  sum- 
mary). 


69 

West,  Modern  Europe,  382-422  (excellent  account). 
Robinson,  Western  Europe,  ch.  xxxix. 
Miiller,  Political  History  of  Recent  Times. 

TOPICS  FOE  PAPERS  OR  REPORTS. 

a.  Talleyrand  at  the  Congress  of  Vienna. 

b.  Origin  of  the  Monroe  Doctrine. 

c.  Revolutionary  principles  retained  in  the  Charter  of  1814.  Rob- 

inson. 

d.  Chief  features  of  the  constitution  of  the  German  Confederation. 
Robinson. 

e.  Louis  Blanc:  career  and  character. 

f.  Alexander  I. 


REMARK. 


For  the  work  in  the  nineteenth  century  the  teacher  will  find  An- 
drews, Historical  Development  of  Modern  Europe,  particularly 
valuable. 


XXVI.     NAPOLEON  III  AND  THE  NATIONAL  MOVE- 
MENTS IN  ITALY  AND  GERMANY.    1851-1871. 

74.     The  Second  French  Empire.    1852-1870. 

Napoleon  III:  coup  d'etat  of  1851;  imperial  title  revived,  1852. 
Napoleon's  domestic  policy:   promotion  of  prosperity. 
The  Eastern  question  and  the  Crimean  War. 
Interference  in  Italian  and  Mexican  affairs. 
Decline  of  the  Napoleonic  prestige. 

The  unification  of  Italy,  1848-1871. 

Italy  after  1848;  political  situation;  prominence  of  Piedmont- 
Sardinia. 

Policy  of  Cavour:  liberal  reforms. 
Attitude  of  Napoleon  III  toward  Italian  unity:  Austro-Sardinian 

war;  Magenta,  Solferino;  desertion  of  Napoleon. 
The  Kingdom  of  Italy:  annexations,  1859-1861;   complete,  1871. 

The  unification  of  Germany. 

Prussia:     policies  of  William  I  and  Bismarck:  the  army. 

Wars  of  Prussia  with  Denmark  (1864)  and  Austria  (1866);  an- 
nexations. 

The  Franco-Prussian  war — results:  French  republic;  German 
empire. 

Constitution  of  the  German  Empire. 


70 

COLLATERAL  READING. 

Seignobos,  Contemporary  Civilization,  269-299. 

Robinson  and  Beard,  Development  of  Modern  Europe,  II,  66-71, 

90-123. 

Judson,  Europe  in  the  Nineteenth  Century,  141-174. 
Henderson,  Short  History  of  Germany,  II,  chs.  ix-x. 
West,  Modern  History,  457-481. 
See  also  Cesaresco,  Cavour,  Headlam,  Bismarck,  and  Smith,  Bis- 

marck and  German  Unity. 

TOPICS  FOE  PAPERS  OR  REPORTS. 

a.  Career  of  Garibaldi. 

b.  Reasons  for  Napoleon  Ill's  Italian  policy. 

c.  Cavour  and  Bismarck  contrasted  and  compared. 

d.  Attitude  of  the  papacy  toward  the  annexation  of  Rome. 

e.  Career  of  von  Moltke. 

XXVII.BRITAIN  IN  THE  NINETEENTH  CENTURY. 


77.  The  great  reforms  :  political,  humanitarian,  economic. 

Parliament  before  1832:    electorate;    representation    (rotten  bor- 

oughs). 

Reform  of  1832:  redistribution  of  seats;  extension  of  suffrage. 
Reforms  of  1867  and  1884:  progress  toward  universal  suffrage. 
Local  government  act:  self-government. 
Reform  of  the  criminal  law. 
Economic  reforms:   factory  legislation;   modification  of  the  poor 

laws;  repeal  of  the  corn  laws. 
Reshaping  of  parties:  Liberal,  Conservative. 

78.  The  Irish  problems. 

Act  of  Union,  1801  :  significance  for  Ireland  and  Great  Britain. 

Catholic  emancipation;  O'Connell;  1829. 

The  land  question:  Land  League;  Parnell. 

Home  Rule  agitation:  split  in  the  Liberal  party;  Gladstone. 

Land  purchase  acts:  passing  of  absenteeism. 

79.  The  colonial  empire. 

Growth  of  the  empire  since  1815. 

Development  of  Australia:   the  gold  fields. 

Colonial  federations:   Canada,  Australia. 

India:     Sepoy  mutiny,  1857-1858;  passing  of  the  Bast  India  Com- 

pany; the  Indian  Empire. 
South  Africa;     Boer  war. 
The  problem  of  imperial  federation;  Chamberlain, 


71 


COLLATEBAL  READING. 

Robinson  and  Beard,  Development  of  Modern  Europe,  II,  181-259. 
Judson,  Europe  in  the  Nineteenth  Century,  chs.  xviii-xxi. 
European  history  text  books:     Harding,  ch.  xxx;  West,  533-582. 
English  history  text  books:     Walker,  Cheyney,  Wrong,  Andrews, 
Lamed* 

LCS  FOB  PAPEBS  OB  REPOBTS. 

a.  Agitation  for  the  abolition  of  slavery. 

b.  The  poor  laws:    how  they  operated. 

c.  Cobden's  work  for  reform. 

d    The  Irish  famine  of  1845:  importance  for  England  and  Amer- 
ica. 

e.  Political  methods  of  the  Home  Rulers. 

f.  Present  condition  of  Ireland  with  respect  to  landlordism. 

g.  Discovery  and  development  of  Australia, 
h.     Cecil  Rhodes. 

i.    Attitude  of  the  English  people  and  government  toward  the 
United  States  during  the  Civil  War. 


REMARK. 


80. 


It  is  expected  that  some  time  will  be  devoted  to  a  study  of  the 
great  literary  movements  of  the  century. 

XXVIII.     EUROPE  SINCE  1871. 

International  problems  and  developments. 
The  new  European  concert. 
Eastern  questions:      "Bulgarian   atrocities";    the   Russo-Turkish 

war,  1877-1878;  Congress  of  Berlin;  the  Balkan  states. 
"Armed  peace";  triple  and  dual  alliances. 
The  Hague  conference:   movement  toward  international  arbltr  - 

tion. 

The  individual  nations. 

France:     constitution  of  1875;  party  strife;  separation  of  church 

and  state,  1905. 
Germany;  the  "Kulturkampf >' ;  accession  of  William  II;  colonial 

projects. 

Austro-Hungary:  constitution;  racial  situation. 
Spain:  war  with  America,  1898;  loss  of  colonies. 
Russia:   revolutionary  movements;  Asiatic  expansion. 
Scandinavia:     separation  of  Norway  from  Sweden,  1905. 

LTEBAL  READING. 

Robinson  and  Beard,  Development  of  Modern  Europe,  II,  303-317. 
Seignobos,  Contemporary  Civilization,  ch.  xiil. 


72 

West,  Modern  History,  583-612. 

Whitcomb,  Modern  Europe,  250-274;  312-325. 

Judson,  Europe  in  the  Nineteenth  Century,  chs.  xvi,  xvii,  xxv, 
xxx. 

Rose,  Development  of  European  Nations,  1870-1900  (good  ac- 
count). 

TOPICS  FOB  PAPEBS  OB  REPOBTS. 

a.  The  Congress  of  Berlin. 

b.  Intervention  in  Crete,  1896. 

c.  Napoleon  III  after  Sedan. 

d.  Why  the  British  are  in  Egypt. 

e.  Statistics  of  European  armies. 

f.  Dismissal  of  Bismarck. 

g.  The  Suez  Canal, 
h.  Nihilism. 

REMABK. 

The  supply  of  topics  for  this  part  of  the  subject  is  almost  in 
exhaustible.  Magazine  articles  will  be  found  very  service- 
able in  this  part  of  the  work. 

XXIX.     INTELLECTUAL  AND  MATERIAL  PROGRESS. 

82.  The  Scientific  revolution. 

The  scientific  method:  experimentation. 

Development  of  astronomy  and  chemistry. 

Telescope  and  microscope:  possibilities  of  each. 

Great  discoverers:     Copernicus,  Galileo,  Newton,  Lavoisier. 

83.  The  industrial  revolution:  science  applied  to  every  day 

life. 

New  sources  of  power:     Watt's  steam  engine;  the  dynamo. 

New  methods  of  manufacture:  factory  system. 

New  means  of  travel:  railway;  steam  boat;  trolley  car;  automo- 
bile. 

New  means  of  transmitting  knowledge:  telegraph  (wireless),  tele- 
phone. 

Results  of  the  industrial  revolution:  growth  of  cities;  commer- 
cial monopolies;  labor  problems. 

84.  The  social  revolution. 

Democracy:  political  power  entrusted  to  the  masses. 
Equality  before  the  law;  abolition  of  privilege. 
Universal  education:   public  schools  and  higher  institutions. 
The  newspaper:  development  of  public  opinion. 
Sanitation:  the  germ  theory. 


73 


COLLATERAL  READING. 

Seignobos,   Contemporary  Civilization,  chs.  xvi-xvii. 

Robinson  and  Beard,  Development  of  Modern  Europe,  II,  386-421 

Robinson,  Readings,  ch.  xli. 

Whitcomb,  Modern  Europe,  335-349. 

Cheyney,  Industrial  History  of  England,  chs.  viii,  ix,  x. 

TOPICS  FOE  PAPERS  OR  REPORTS.     History  of  inventions  and  discoveries. 

a.  Steam  engine. 

b.  Spinning  machines. 

c.  Reaper. 

d.  Sewing  machine. 

e.  Steam  boat. 

f.  Railway. 

g.  Electric  railway, 
h.  Telegraphy. 

i.  Telephone. 

j.  Experiments  with  aerial  navigation. 

k.  Aniline  dyes. 

1.  New  explosives. 

m.    Anaesthetics. 

XXX.     THE  WOKLD  IN  THE  TWENTIETH  CENTUKY. 

85.     The  awakened  Orient. 

China:     admission  of  European  commerce  (especially  in  1842). 
Awakening  of  Japan:     Perry's  expedition,  1854. 
Chinese- Japanese  war,  1894-1895;   territorial  seizures. 
European  ambitions  in  China;  Boxer  uprising,  1900. 
Russo-Japanese  war:     leading  events;   results   (Manchuria). 
The  national  movement  in  India. 

Experiments  with  constitutional  government  in  Turkey  and  Per- 
sia. 

European  problems. 

Church  and  state:  movements  for  disestablishment. 

The  Russian  experiment  with  constitutional  government. 

Balkan   situation:      ambitions   of   Greece,   Bulgaria,    Servia,   and 

Austria  ( Bosnia-Herzegovina ) . 
Status  of  the  Catholic  hierarchy  in  Italy. 
Militarism:     standing  armies;  naval  expansion. 
Growth  of  socialism. 

Europe  in  Africa. 

The  great  African  explorers:     Livingstone,  Stanley. 

Partition  of  Africa:    possessions  of  England,   France,  Germany, 


74 

Portugal,  Italy,  Belgium  (Congo). 

The  Cape  to  Cairo  railway  venture:  significance  for  civilization. 
Movement  for  a  South  African  federation:   Cape  Colony,  Natal, 

Boer  states;  the  proposed  constitution. 

88.     The  new  world. 

America  as  a  world  power:  significance. 

Amenca  as  a  colonial  power:    possessions:  suzerainty  over  Cu  -a 

The  building  of  the  Panama  canal. 
COLLATERAL  READING. 

At  this  point  the  general  works  nearly  all  cease  to  be  useful;  but 
much  can  be  found  in  current  books  and  magazines  (in  the 
school  library  or  elsewhere)  to  illustrate  the  leading  topics  of 
the  outline.  The  following  books  may  be  mentioned:  Robin- 
son and  Beard,  Development  of  Modern  Europe,  ch.  xxxi. 
Reinsch,  World  Politics,  Seignobos,  Contemporary  Civiliza- 
tion, 416-436,  441-451. 


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